2015-2016 Pupil Progression Plan

Pupil Progression Plan

for

East Baton Rouge Parish School System

for

2015-2016

Submitted to Louisiana Department of Education

September 30, 2015

TABLE OF CONTENTS

SECTION I – FORMAL SUBMISSION STATEMENTS ................................................ i

LEA Contact Information .............................................................................. ii

Committee Members ................................................................................... iii

Meeting Schedule ....................................................................................... iv

Documentation of Public Notice .................................................................. v

SECTION II – STATE AND DISTRICT POLICIES ...................................................... 1

I. Placement ................................................................................................... 1

II. Attendance Policy ..................................................................................... 12

III. Promotion K-8 ........................................................................................... 12

IV. Promotion 9-12 .......................................................................................... 29

V. Retention Policy ........................................................................................ 37

VI. Acceleration ............................................................................................. 39

VII. Remediation .............................................................................................. 41

VIII. Alternative Schools/Programs/Settings ..................................................... 48

IX. Other Policies and Procedures .................................................................. 51

SECTION III – LOCAL POLICIES ............................................................................. 54

A. Policies on Records and Reports ................................................................... 54

B. Admission of International Exchange Program Students ................................ 59

C. Homeless Program ......................................................................................... 61

D. Dyslexia Program ........................................................................................... 61

E. Transfer Policies for Students with Disabilities ............................................... 62

APPENDIX A – DEFINITION OF TERMS ................................................................ 64 A. State B. Local

APPENDIX B – BULLETIN 1566 PUPIL PROGRESSION POLICIES ..................... 67

APPENDIX C – FOREIGN LANGUAGE WAIVER REQUEST ................................. 81

APPENDIX D – GRADUATION REQUIREMENTS .................................................. 84

APPENDIX E – EOC TEST SCALE AND CONVERSION TABLES ......................... 91

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Committee of Educators

Name Position / Department

Dr. Michelle Clayton Deputy Superintendent

Adam Smith Associate Superintendent of Academics

Darlene Brister Executive Director - Elementary

Jessica Brister Executive Director - Elementary

Joni Roberts Executive Director - Elementary

Sharmayne Rutledge Executive Director - Elementary

Ben Necaise Executive Director – Middle Schools

Andrea O’Konski Executive Director – High Schools

John McCann Director – High Schools

Stacey Dupre Executive Director – Counseling and Intervention

Lizabeth Frischhertz Chief Accountability Officer

Ronnie Pocorello Director- Career & Technical Education

Cynthia Sampey Accountability

Jessie LeBlanc Counseling

Marlon Cousin Coordinator – Federal Programs

Ruth Bennett Accountability

Bethane Stapleton Gifted

Darlene Fisher 504 / Dyslexia

Bobbie Reed Accountability

Kay Monceaux Gifted

Patrice Hudson ESS

Tassin Idewu Federal Programs

Robert Garcia ESS

James Newman ESS

Mary Rovias Principal, Elementary

D’Anne Lipscomb Principal, Elementary

Carolyn Sauer Principal, Elementary

Jamie Noel Principal, Middle School

Diana Atkinson Middle School

Nanette McCann Principal, High School

Herman Brister Principal, High School

Edward Hunter Principal, High School

Cindy Perrett High School

Laura Williams Counseling

Dawn H. Fleming Adult Education

Committee of Parents

Stephanie Taylor Jennifer Avery Veronica Pryor-Faciane Keyon Taylor

Sheila Hannah Brandi Shaeffer Dena Christy


1050 S. Foster Drive, Baton Rouge, LA 70806

Phone (225) 922-5416 FAX (225) 922-5580

www.ebrschools.org

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Phone (225) 922-5416 FAX (225) 922-5580

www.ebrschools.org


Pupil Progression Plan Meeting Schedule

Summer 2015

Date Sub-Committee/ Topic Location

May 26, 2015 Elementary Meeting Central Office

May 26, 2015 Middle/ High School Meeting Central Office

June 16, 2014 Elementary Meeting Central Office

June 16, 2014 Middle/ High School Meeting Central Office

August 21, 2015 High Stakes Testing/ Promotion Central Office

September 1, 2015 Committee of Parents Central Office

September 3, 2015 Committee of the Whole Board Room

September 17, 2015 Board Meeting Board Room

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Phone (225) 922-5416 FAX (225) 922-5580

www.ebrschools.org

PUBLIC NOTICE

August 30, 2015

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SECTION II

STATE AND DISTRICT POLICIES

The Pupil Progression Plan is the comprehensive plan developed and adopted by each LEA. The plan is based on student performance on the Louisiana Educational Assessment Program (LEAP) and is aligned to state laws and BESE policies.

I. Placement

A. Kindergarten and First Grade Entrance and Screening Requirements

1. Every child, as a prerequisite to enrollment in any first grade of a public school, shall meet one of the following criteria (Bulletin 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. ►Name the academic readiness screening instrument used for those students who are entering first grade without attending a full-day public or private kindergarten for a full academic year. (This must be consistent with the instrument used for students being promoted from kindergarten.) Every child entering kindergarten for the first time shall be given the Developing Skills Checklist (DSC) by McGraw Hill or other state mandated test. The test will be administered no earlier than thirty (30) days prior to the beginning of the school year or no later than 30 days after the beginning of the school year. The results of this screening shall be used for planning instruction to meet the identified needs of the children. The parent or guardian of each child shall be advised of the results of the child’s performance on the tests.

All kindergarten and grade one students are administered DIBELS Next three times during the year to monitor reading.

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

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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.) ►Describe the LEA’s policy on early entrance into kindergarten for those students identified as gifted, if applicable. There is no policy on early entrance into kindergarten for students identified as gifted. However, students who are evaluated and identified as gifted attend the gifted classes at schools specified by the parish school system.

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.)

►Name the academic readiness screening instrument used for those students from out-of-state who are entering first grade and not meeting the requirements herein for kindergarten attendance. Children who are entering first grade (age 6 by September 30) and have not attended a state approved kindergarten program will be administered DIBELS Next (Dynamic Indicators for Basic Early Literacy Skills). This test measures letter naming fluency, phoneme segmentation fluency, nonsense word fluency.

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.)

►Name the nationally recognized readiness screening instrument used for every child entering kindergarten for the first time. Every child entering kindergarten for the first time shall be administered the

Developing Skills Checklist (DSC) by McGraw-Hill. The test will be administered no earlier than thirty days prior to the beginning of the school year or no later than thirty days after the beginning of the school year. The results of this screening shall be used for planning instruction to meet the identified needs of the students. The parent or guardian of each student shall be advised of the results of the child’s performance on the tests within the first nine weeks.

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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. 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, shall be required to pass the English Language Arts and Mathematics portions of the state authorized placement test.

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. 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, shall be required to pass the English Language Arts and Mathematics portions of the state authorized placement test.

d. The LEA PPP shall govern whether exceptions to High Stakes Testing Policy will be considered for nonpublic and home schooled students who do not participate in both spring and summer administrations of the state mandated assessments and/or do not attend summer remediation.

►Describe the placement policies for nonpublic and home schooled students in fourth and eighth grades who do not participate in both spring and summer administrations of the state mandated assessments for English and Math and/or do not attend summer remediation.

The Iowa Tests of Basic Skills (ITBS) will be used for placement. The school requests the test from the Accountability Department. The test may be administered by the school from early August until February 15. The school has 10 days from date of student registration to administer the ITBS. If the student enrolls after February 15 of the school year, the placement test is not required.

A student entering grade 5 or grade 9 who is:

o A Louisiana resident home study and non-public school student and did not take the state mandated test during the spring or summer administration

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o A student with an extenuating/medical excuse that meets the LDOE policy and did not take the state mandated test during the state designated time of administration

Students must meet the state required passing standard on the English and math components of the ITBS placement test to be considered for promotion to grade 5 or grade 9. If a student does not meet the state required passing standard, the student may be eligible for a SBLC waiver request in accordance with EBR pupil progression promotion policy for all EBR students. A student living with his parent/guardian who was a legal resident of another state does not need to take the ITBS placement test provided there is a report card or proof that the student has successfully completed grade 4 or grade 8 in another state. Home schooled students must provide documentation of enrollment in a state approved home school program.

►Describe the placement policies for transfer students entering transitional 9th grade.

Per EBRPSS Pupil Progression Policy, the district may promote any eighth grade student including transfer students who has demonstrated readiness for the next grade content without meeting the promotion standard on statewide assessments. Guidance for this policy is outlined below.

As per EBRPSS transition waiver policy, in order to be eligible to receive a building level SBLC recommendation for promotion to transitional 9th grade on a high school campus, the eligible eighth grade student must meet all of the following criteria:

Attend LEAP remediation summer school (Summer school program attendance shall be defined as missing no more than 2 unexcused days.)

Complete the retest of state mandated testing during summer retesting period (if applicable)

Depending on entry date to the district, students placed in transitional 9th grade may be required to participate in summer remediation offered by the district and the summer retest of state mandated tests if applicable. If they pass the retest of the state mandated test, they shall be promoted to 9th grade. Applicable students must attend summer remediation and participate in the retest; however, they do not have to pass the retest to be placed in transitional 9th grade. School Building Level Committees will make the recommendations on eligible students. The Chief Accountability Officer (if state mandated testing is applicable) and the student’s school’s respective Executive Director will approve placement decisions. A student may not enter transitional 9th grade without an approved SBLC waiver.

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This policy applies to all eighth grade testers during the current and previous school year. Eighth grade promotion policies contained in Bulletin 1566 shall govern this process. At the conclusion of the current school year, summer remediation will be offered based on academic promotion requirements due to high stakes testing waiver and a delay in test scores resulting from the administration of new statewide assessments.

►Describe the policies for the placement of all students, including kindergarteners, transferring from all other systems and the provisions for awarding credit for elementary students (K–8) and secondary students (9–12), including:

o Approved schools within the state (public/nonpublic) o Approved out-of-state schools (public/nonpublic) o Home Study and Unapproved schools (public/nonpublic)

Student entering 5th or 9th grade

Names of the entrance tests used to determine grade placement

The procedure used for determining Carnegie credit for high school students

A student shall be received from a non-public or foreign school when official transfer materials from the sending school are received from the sending school. The transfer materials must include a statement of grade placement, a record of courses taken and currently scheduled, and a status of school obligations (textbooks, debts, etc.). The transfer materials will be used to determine initial placement of the student. Members of the School Building Level Committee may review available information to determine final placement after careful study of transcripts.

Transfer from Approved Public Schools within the State/Outside of Louisiana (Regular education students)

Transfers from school systems within the state but outside the district are subject to state requirements. Students who transfer from other public schools shall present documentation of regular or remedial placement from the principal of the transferring school to the principal of the receiving school. Such placement will be maintained until complete documentation is obtained from the transferring school or SBLC determines other placement. Documentation shall include a properly certified transcript showing the student’s record of attendance, achievement, immunization records, and the units of credit earned.

Students in grades 5 and 9 transferring to the public school system from any instate nonpublic school (state approved and unapproved), any out-of-state school or home schooling program shall be required to meet the current state required passing standard on applicable high stakes state mandated tests. If a 4th or 8th grade student does not meet the state required passing standard, the student may be eligible for a SBLC waiver request in accordance with EBRPSS Pupil Progression promotion policy for all EBR students for entrance into grades 5 and 9. After February 15, 2014, any 5th or 9th grader is not required to take these placement tests. Out-of-state

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residents do not have to take the placement test if they were promoted to the fifth or ninth grade.

Transfer from Non-Approved Schools

A high school student who has been attending a non-approved school must demonstrate proficiency prior to being awarded high school Carnegie credit for the course. Proficiency in a course with a state administered End-of Course exam must be demonstrated using the End-of-Course (EOC) exam. EOC exams are administered for Algebra I, Geometry, English II, English III, Biology, and U.S. History. EOC exams are administered in December, May and June. Proficiency in any other courses must be demonstrated by earning an 85% on new credit or a 67% on repeat credit.

East Baton Rouge Parish School System requires the student to take the proficiency exam prior to the applicable EOC exam. A student who does not pass the proficiency exam in an EOC course shall enroll in the EOC course. A student that passes the proficiency test, must also pass the EOC exam. Passage of EOC exam equates to proficiency. Students meeting the EOC or non-EOC requirements for Carnegie credit shall have the course title, the year proficiency was demonstrated, the unit of the credit earned and the school name and “proficiency” entered on the transcript. Designation of “P” is used on the student transcript. Credit awarded is not used to compute GPA. If a student does not meet the EOC or non-EOC requirements for Carnegie credit, the grade will not be recorded on the transcript.

An elementary or middle school student shall provide evidence of having mastered content standards in reading and mathematics for any grade placement, which the student claims.

The evidence will be provided by the following:

Scoring at an acceptable level on tests appropriate for the grade level. Documentation of successful classroom performance of academic work during

the first four weeks the student is enrolled.

The student shall be placed no higher than one additional grade per year since the previous school placement of the student in a state approved school.

If the correctness of the student’s placement (grades K-8) is in question, the school administrator or designee may administer tests and provide documentation for the SBLC to use in determining the student’s placement. The principal shall convene the SBLC to make a decision as soon as possible.

Transfer from Home Schooling Procedures

Students of all grade levels who have been on state approved home schooling programs and wish to re-enter the East Baton Rouge Parish School will:

Report to the assigned school.

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Present a copy of the state approved Louisiana Department of Education Home Study Approval Notification for each year that the student has been in the home study program.

Present a report that provided information about the program of studies pursued by the student while in home study.

Transfer from Home Schooling Placement

Students who took and failed English or mathematics in the spring or summer prior to 5th or 9th grade shall not be placed in 5th or 9th grade if they reenter public school.

Students will not be placed higher than one additional grade per year since the previous placement of the student in a state approved school.

To determine elementary placement for home school students, the assigned school shall evaluate the student’s instructional level using diagnostic and achievement instruments normally used in the school for new students.

These tests include tests similar to state mandated tests in reading and mathematics, end of the book tests and similar components of the adopted textbooks series, grade level materials and norm-referenced data. The interpretation of the results of the test given will be based on the student’s re-entry date. The principal’s designee shall be responsible for administering the test. If the student’s placement is in question, the principal will convene the SBLC.

Students in grades 5 and 9 transferring to the public school system from any in state nonpublic school (state approved and unapproved), any out-of-state school or home schooling program shall be required to pass the English/ Language Arts and mathematics portions of the state-developed LEAP placement test or meet the current state required passing standard. If a student does not meet the state required passing standard, the student may be eligible for a SBLC waiver request in accordance with EBRPSS pupil progression promotion policy for all EBR students. After February 15, 2014 any 5th or 9th grader is not required to take these placement tests. Out-of-state residents do not have to take the placement test if they were promoted to the fifth or ninth grade.

Middle School Placement for Home Study Students

It is recommended that the students re-enter at the beginning of a semester. Students re-entering during the semester must successfully complete all required course work from point of entry.

The student shall be placed using the following data:

Evaluations from norm referenced tests. Tests similar to state mandated tests Recommendations by the School Building Level Committee

High School Placement for Home Schooling Students

The home schooling student should re-enter at the beginning of the school year. High school placement is determined by the number of Carnegie units as evidenced by the results of

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proficiency exams administered at the school where the student is applying. A High School student who has been attending a home study program must demonstrate proficiency prior to being awarded high school Carnegie credit for the course. Proficiency in a course with a state administered End-of Course exam must be demonstrated using the End-of-Course (EOC) exam. EOC exams are administered for Algebra I, Geometry, English II, English III, Biology, and U.S. History. EOC exams are administered in December, May and June. Proficiency in any other courses must be demonstrated by earning an 85% on new credit or a 67% on repeat credit. East Baton Rouge Parish School System requires the student to take the proficiency exam prior to the applicable EOC exam. A student who does not pass the proficiency exam in an EOC course shall enroll in the EOC course. A student that passes the proficiency test, must also pass the EOC exam. Passage of EOC exam equates to proficiency. A student meeting the EOC or non-EOC requirements for Carnegie credit shall have the course title, the year proficiency was demonstrated, the unit of the credit earned and the school name and “proficiency” entered on the transcript. Designation of “P” is used on the student transcript. Credit awarded is not used to compute GPA. If a student does not meet the EOC or non-EOC requirements for Carnegie credit, the grade will not be recorded on the transcript.

►List the placement test(s) administered to the above-mentioned transfer students, if applicable. These tests include tests similar to state mandated tests in reading and mathematics, end of the book tests and similar components of the adopted textbooks series, grade level materials and norm-referenced data. The interpretation of the results of the test given will be based on the student’s re-entry date. The guidance counselor at the individual schools shall be responsible for administering the test. If the student’s placement is in question, the principal will convene the SBLC. The district submits proficiency and placement tests to the Louisiana Department of Education.

C. Limited English Proficient (LEP) Students

1. The requirements of Title VI of the Civil Rights Act of 1964 are as follows:

a. Establish procedures to identify language minority students. ►Describe the procedures the LEA has established to identify language minority students. The following procedures are in place to identify language minority students seeking attendance in East Baton Rouge Parish schools:

All students registering must respond to three Home Language Survey questions on the EBRPSS Student Registration and Data Verification Form - Language spoken at home; Language first acquired by student; Language most often spoken by student.

If a language other than English is indicated on any of the three questions, then the student is considered language minority and must be screened for English language proficiency at the ESL Office.

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

Proficient.

►Describe the procedures the LEA has established to determine if language minority students are Limited English Proficient.

Identified language minority students, without state English Language Development Assessment (ELDA) scores, are administered the Language Assessment Scales (LAS) instrument which measures English proficiency in listening, speaking, reading and writing. Results from the LAS determine if the student is “limited English proficient” and, therefore, is provided instruction using ESL Strategies with appropriate accommodations.

Designated district staff members are trained in the administration and scoring of the LAS to determine English proficiency.

If a language minority student has current state English Language Development Assessment (ELDA) scores (or similar tests from other states), then those scores are used to determine limited English proficiency status.

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.

►Describe the procedures for age-appropriate placement and the specialized language services or program the LEA will use to address the linguistic and cultural needs of the Limited English Proficient student. The LEP student will be placed in a grade appropriate regular educational program supported by ESL and Sheltered English instructional strategies and materials. Instructional services are designed and proven to provide an education that leads to the attainment of English language proficiency and academic achievement. LEP students have access to all additional services and programs available to other students.

LEP student identification is based on the results obtained through the LAS screening instrument or state ELDA scores. Students identified as LEP in any language domain (listening, speaking, reading and writing) will be coded LEP in the Student Information System (SIS).

LEP students must be placed in an age-appropriate grade. If a LEP student enters the school system with no academic records, it is recommended that the student be placed in a grade corresponding to his or her age. LEP students with records are placed in grades indicated on recent school reports.

The East Baton Rouge Parish School System’s ESL and Sheltered English instructional services for English language acquisition and academic achievement are research based educational models embodied in adopted textbooks:

English as a Second Language (ESL): This approach is designed primarily to teach LEP students English language skills. The program also teaches study skills,

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content vocabulary, and cultural orientation. The medium of instruction is English with little or no use of native language.

Sheltered English Instruction: An instructional approach similar to content-based ESL programs focused on making academic instruction in English comprehensible to LEP students. In the sheltered classroom, teachers use physical activities, visual aids, learning strategies, and other methods and resources to teach academic language and concept development in mathematics, science, social studies, and other subjects.

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

years.

►Describe the procedures the LEA has established to monitor former Limited English Proficient students for two years. As detailed in the Office of Civil Rights guidance, limited English proficient students can be exited from a language program when they attain levels of English proficiency in listening, speaking, reading, writing and comprehension so that they will be able to meaningfully participate in general education classes and reach levels of academic achievement commensurate with that of their English-speaking peers.

LEP students who meet the LDOE exit criteria described below will not be considered LEP, but will be monitored for academic progress for two years during which time they will continue to be included in the LEP subgroup for State Accountability System calculations.

Bulletin 111 Chapter 40 – Definitions Related to English Proficiency

§4001. Proficient in English A. To be considered English Proficient and exit limited English proficient (LEP) status, a LEP

student must score as follows. 1. For grades K-2:

a. two years at composite level 5 on the English Language Development Assessment (ELDA);

b. or, in the same year, at composite level 5 on the ELDA and at grade level/benchmark /low-risk on a standardized reading assessment, such as DIBELS Next.

2. For grades 3-8: a. composite level 5 on ELDA;

For students scoring below 5, base provision of services decisions on locally determined resources such as ELA grades, teacher input, classroom assessments, and/or SBLC decisions; Exit policy in Bulletin 111, section 4001 will be used when PARCC results are available.

3. For grades 9-12: a. composite level 5 on the ELDA; b. or, in the same year, at composite level 4 on the ELDA and at proficient on the

ELA or English state content assessment;

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c. or, in academic years when a student is not required to take an ELA or English state content assessment, at composite level 4 on the ELDA and at proficient on ELA or English state content assessment in the most recent academic area

or English state content assessment in the most recent academic year.

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

Title VI of the Civil Rights Act of 1964: Title VI prohibits discrimination on the grounds of race, color, or national origin by recipients of federal financial assistance. The Title VI regulatory requirements have been interpreted to prohibit denial of equal access to education because of a language minority student's limited proficiency in English. (See: Louisiana District and School Administrators English Language Learners Program Handbook)

D. Review of Placement

1. Review of promotion and placement decisions may be initiated by the local school superintendent and/or parent or guardian (R.S. 17:24.4 G.).

2. Each local school board may adopt policies whereby it may review promotion and placement decisions, in order to ensure compliance with its local plan (R.S. 17:24.4 G.).

►Describe the LEA’s policy that addresses how promotion and placement decisions are monitored periodically to determine that the LEA’s policies are being implemented uniformly across the system. Explain how, upon request, an individual, such as a parent, teacher, principal, superintendent, etc., could initiate an individual review. Review of Placement addresses procedures to be used in implementation of the Pupil Progression Plan.

Review of Placement in Individual Cases

Review of decisions on educational placement of an individual student within a school may be initiated at any time by any member of the Building Level Committee. The principal shall convene the SBLC.

Building Level Committee For the purpose of review of promotion criteria, the principal will coordinate the decision-making process of the SBLC.

Composition

Classroom teacher directly involved with instruction of student

School Administrator

Counselor or classroom teacher not directly involved with instruction of student

Teacher of any special program in which student is involved

Parent of student

Student (when appropriate)

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

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Function

To review the data from all available sources on each individual student relative to a promotion or retention appeal, waiver, or extenuating circumstance, on a semester or annual basis when applicable

To make recommendations for remediation and/or placement

To serve as a review committee to investigate complaints initiated by parents or guardians at the local level. (A parent or guardian may initiate an individual review of student placement and/or promotion by notifying in writing the school building level principal).

If current local data is not available, selection and administration of appropriate tests shall be determined by the SBLC. Such tests shall be administered within ten (10) school days to provide documentation of the student’s current level of mastery of state grade appropriate standards. The SBLC, using the SBLC Report to Parents form, shall communicate its determination of educational placement for the student in writing to the parent (s) or legal guardian (s). If parents question the placement decision, the SBLC should refer to Due Process Guidelines.

Review of Placement of the Non-English Speaking Student

When already enrolled in the local school system, a non-English speaking student may be inappropriately placed below grade level because of a language barrier. Placement of these students will be reviewed by the principal in consultation with the English as a Second Language (ESL) Instructional Specialist and the classroom teacher who will recommend proper placement based on the Language Assessment Scales, classroom performance, and one of the following: teacher-made test, transcripts, or teacher observation.

II. Attendance Policy

A. Elementary students shall be in attendance a minimum of 60,120 minutes (equivalent to 167 six-hour days) a school year. In order to be eligible to receive grades, high school students shall be in attendance a minimum of 30,060 minutes (equivalent to 83.5 six-hour school days), per semester or 60,120 minutes (equivalent to 167 six-hour school days) a school year for schools not operating on a semester basis.(Bulletin 741, §1103.G)

III. 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

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1. A Pupil Progression Plan shall require the student’s proficiency on certain tests as determined by the BESE before he or she can be recommended for promotion. (R.S. 17:24.4)

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

3. At the conclusion of the 2015-2016 school year, placement decisions for fourth 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 2015-2016 school years, LEAs shall follow the guidelines set forth in §701.B of Bulletin 1566 to determine, based on evidence of student learning, whether eighth grade students may be promoted to the ninth grade or placed on a high school campus in transitional ninth grade. The percentage of an LEA’s eighth graders placed in transitional ninth grade is expected to remain stable over time. In the event that the percentage of an LEA’s eighth graders placed in transitional ninth grade in 2015-2016 exceeds the percentage of eighth graders in that LEA eligible for transitional ninth grade at the conclusion of the 2013-2014 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 for 4th and 8th graders shall be aligned with current BESE guidelines as outlined in the High Stakes Testing Policy. (Bulletin 1566 §701)

6. 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, the student has not otherwise met the local requirements for promotion. (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 1 (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)

►Describe the LEA’s criteria and evidence for determining if a first-time fourth grader will be

placed in fifth grade. Identify which resources, including performance on classroom

assignments or benchmark assessments, will be utilized to provide evidence of student

learning and who will make the decision.

Per EBRPSS Pupil Progression Policy via an SBLC waiver process, the district may promote any fourth grade student who has demonstrated readiness for the next grade content by meeting academic promotion standards without meeting the promotion standard on statewide assessments. For the current school year, the first time fourth grader will be

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promoted to fifth grade based on attendance and academic requirements as with other students in other elementary grades. Guidance for this policy is outlined below.

GRADE 4 As per EBRPSS transition waiver policy, in order to be eligible to receive a building level SBLC recommendation for promotion to grade 5, the eligible fourth grade student must meet all of the following criteria:

Attend remediation summer program (Summer school program attendance shall be defined as missing no more than 2 unexcused days.)

Complete the retest of state mandated testing during summer retesting period if applicable

School Building Level Committees will make the recommendations on eligible students. The Chief Accountability Officer (if state mandated testing is applicable) and the student’s school’s respective Executive Director will approve placement decisions. A student may not enter t5th grade without an approved waiver. SBLC recommendations will be based upon a review of multiple modes of data and resources. Data points to guide the SBLC process may include but are not limited to the following: previous standardized test scores; past coursework and academic performance; attendance data; behavioral data; student growth data from district approved intervention programs; IEP goals; district benchmark assessment data; student reading levels; and data from state released practice tests and materials such as EAGLE. This policy applies to all fourth grade testers during the current and previous school year. Fourth grade promotion policies contained in Bulletin 1566 shall govern this process.

At the conclusion of the current school year, summer remediation will be offered based on academic promotion requirements due to high stakes testing waiver and a delay in test scores resulting from the administration of new statewide assessments.

►Describe the LEA’s plan for intervention and remediation for the non-proficient student for

the summer and school year.

A non-proficient student is a student who does not achieve the passing requirement/promotion standard on state mandated tests. The district will use the passing/proficiency standard identified by the state for appropriate state mandated tests. A student who does not achieve the passing standard state mandated tests must attend summer remediation to be considered for promotion. Students who attend summer remediation at the end of the current school year will have the opportunity to retake the state mandated tests if applicable. In Summer 2016, the district will offer, at no cost, a minimum of 50 hours per subject of summer remediation and retest opportunities in English language arts and mathematics (if applicable) to students who failed to meet the passing standard. Transportation will be provided to and from the assigned summer remediation site(s).

Additional supports must be in place to ensure retained and promoted students show adequate growth for both the summer and the school year. Promoted and retained students identified as non-proficient in either ELA or Math will receive remediation in the fourth grade subject(s) where he/she was identified as non-proficient and pursue grade-level work in

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other subjects. There are several strategies schools will utilize to ensure the appropriate supports are in place. Strategies may include but are not limited to the following:

Place students in a class with at teacher whose overall Compass Final Evaluation is Effective Proficient or Highly Effective.

Schedule routine meetings to monitor the progress of individual students through the analysis of qualitative and quantitative data.

Provide additional instructional minutes in a subject where the student was identified as non-proficient.

Utilize individualized computer based programs.

Place students in classrooms with fewer students.

Provide opportunities for teachers with common students to collaborate around improving student learning.

Develop and implement a Response to Intervention Plan.

Utilize ELA and math guidebooks (specific guidance around remediation).

At the conclusion of the current school year, summer remediation will be offered based on academic promotion requirements due to high stakes testing waiver and a delay in test scores resulting from the administration of new statewide assessments.

►Describe the LEA’s criteria for determining if a first-time eighth grader will be placed in

transitional ninth grade, if the student is determined to be non-proficient. Identify which

resources will be utilized to make the placement decision and who will make the decision.

Per EBRPSS Pupil Progression Policy, the district may promote any eighth grade student who has demonstrated readiness for the next grade content without meeting the promotion standard on statewide assessments. Guidance for this policy is outlined below.

GRADE 8 As per EBRPSS transition waiver policy, in order to be eligible to receive a building level SBLC recommendation for promotion to grade 9 and/ or transitional 9th grade on a high school campus, the eligible eighth grade student must meet all of the following criteria:

Attend remediation summer program (Summer school program attendance shall be defined as missing no more than 2 unexcused days.)

Complete the retest of state mandated testing during summer retesting period (if applicable)

Students placed in transitional 9th grade will participate in summer remediation offered by the district and the summer retest of statewide mandated tests if applicable. If they pass the retest of the state mandated test, they shall be promoted to 9th grade. Students must attend summer remediation and participate in the retest; however, they do not have to pass the retest to be placed in transitional 9th grade. School Building Level Committees will make the recommendations on eligible students. The Chief Accountability Officer (if state mandated testing is applicable) and the student’s school’s respective Executive Director will approve placement decisions. A student may not enter transitional 9th grade without an approved SBLC waiver. SBLC recommendations will be based upon a review of multiple modes of data and resources. Data points to guide the SBLC process may include but are

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not limited to the following: previous standardized test scores; past coursework and academic performance; attendance data; behavioral data; student growth data from district approved intervention programs; IEP goals; district benchmark assessment data; student reading levels; and data from state released practice tests and materials such as EAGLE. This policy applies to all eighth grade testers during the current and previous school year. Eighth grade promotion policies contained in Bulletin 1566 shall govern this process. At the conclusion of the current school year, summer remediation will be offered based on academic promotion requirements due to a high stakes testing waiver and delay in test scores resulting from the administration of new assessments.

►Describe how you will address remediation for transitional 9th grade students during the

summer and school year while ensuring credit accumulation and exposure to 9th grade

level ELA and math content.

Students placed in transitional 9th grade will participate in summer remediation offered by the district and the summer retest. If they pass the retest, they shall be promoted to 9th grade. Students must attend summer remediation and participate in the retest of state mandated tests if applicable; however, they do not have to pass the retest to be placed in transitional 9th grade. In the summer of 2016, the district will offer, at no cost, a minimum of 50 hours per subject of summer remediation and retest opportunities (if applicable) to students who failed to meet the passing standard. Transportation will be provided to and from the assigned remediation summer site(s).

Additional supports must be in place to ensure retained and promoted students show adequate growth for both the summer and the school year to address academic data indicators, student profile considerations (readiness and career inventory), and transient considerations (historical mobility, attendance and social emotional needs). Students enrolled in transitional 9th grade will receive remediation in math and/or English if they did not score at or above proficient as determined by BESE and identified areas of remediation. Schools will create counseling structures to support transitional ninth grade students including but not limited to the following: mentoring, career counseling, and access to jump start activities. Structures will evaluate an individual student’s progress, evaluate student growth, identify next steps and provide career readiness course opportunities. A plan outlining such remediation will be included in the student’s Individual Graduation Plan (IGP). They will be eligible to earn credits in on-grade level courses even if they are simultaneously receiving remediation in that subject. Students enrolled in transitional 9th grade will have opportunities to take all 9th grade-level courses that are part of a high school career pathway developed by regional teams and approved by the LDE, including but not limited to CTE courses and career training opportunities. For the current school year, the district will design the remediation program for transitional 9th grade students to be included in the student’s IGP. Schools will allow transitional 9th grade students to pursue appropriate courses including Jump Start courses.

►Describe the function of the SBLC as it relates to student promotion and retention.

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The School Building Level Committee (SBLC) will address all questions that arise regarding the intervention strategies, referrals for consideration of 504 eligibility, promotion, retention, and placement in any education program of a student at any grade level. The function of the SBLC is to provide guidance and recommendations with regards to promotion, placement and retention decisions. The SBLC report forms shall be filled out and sent to inform parents of any retention or placement of a student in a grade other than routine placement.

The SBLC does not have the authority to promote a student who does not meet any state

mandated high stakes testing standards for promotion. The principal shall make the decision for placement when the SBLC is equally divided. The SBLC Report to Parents form concerning grade placement for the next school year should be mailed home to inform parents of an SBLC decision.

B. High Stakes Testing Policy

1. The decision to retain a student in the fourth or eighth grade more than once as a result of his/her failure to achieve the passing standard on the English Language Arts and Mathematics components of the state mandated assessments shall be made by the LEA in accordance with the local Pupil Progression Plan. (See Chapter 7 of Bulletin 1566 for additional policies regarding High Stakes Testing.)

►Describe the LEA criteria that determine if a student is retained in 4th grade more than once as a result of failure to score at or above the required Proficient achievement level on the state mandated assessments for English and Mathematics.

The decision to retain a student in the fourth grade more than once as a result of his/her failure to achieve the passing standards on the state mandated assessment shall be made by the SBLC in conjunction with the district’s accountability department. All decisions will be made in accordance with the promotion and retention standards defined in Bulletin 1566, Chapter 7 (see appendix). through the SBLC process outlined in the K-8 promotion section of this document. Academic and attendance criteria will be used to determine a student’s promotion by the SBLC. State mandated assessment results (if available) will be used to determine summer remediation eligibility, but it will not be high stakes with regards to promotion criteria due to state transitional policy.

►Describe the criteria that determine to what grade a student will be promoted if he/she has repeated the 4th grade at least once as a result of failure to demonstrate proficiency on the state mandated assessments for English and Math and if he/she will be 12 years old on or before September 30th of the next school year. (Bulletin 1566 §703 D.)

The decision to promote a student who has repeated the 4th grade at least once as a result of failure to demonstrate proficiency on the state mandated assessments for English and Math and if he/she will be 12 years old on or before September 30th of the next school year shall be made by the SBLC in conjunction with the district’s

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accountability department. All decisions will be made in accordance with the promotion and retention standards defined in Bulletin 1566, Chapter 7 (see appendix) through the SBLC process outlined in the K-8 promotion section of this document. Academic and attendance criteria will be used to determine a student’s promotion by the SBLC. State mandated assessment results (if available) will be used to determine summer remediation eligibility, but it will not be high stakes with regards to promotion criteria due to state transitional policy. ►Describe the LEA’s criteria for determining which 4th grade student(s) will be granted a Twenty Point Appeal, as outlined in the High Stakes Testing Policy. Describe the criteria used by the SBLC to grant the appeal. (Bulletin 1566 §707 D.) Appeal decisions shall be made by the SBLC in conjunction with the district’s accountability department. All decisions will be made in accordance with the promotion and retention standards defined in Bulletin 1566, Chapter 7 (see appendix) through the SBLC process outlined in the K-8 promotion section of this document. Academic and attendance criteria will be used to determine a student’s promotion by the SBLC. State mandated assessment results (if available) will be used to determine summer remediation eligibility, but it will not be high stakes with regards to promotion criteria due to state transitional policy.

►Describe the fourth grade transitional program required for students who meet the criteria. (Bulletin 1566 §703 C.) The grade four transitional program shall be offered to students who qualify via the SBLC waiver process outlined in previous sections of this document and in accordance with BESE approved transitional policies and Bulletin 1566, Chapter 7 (see appendix). The students will be provided remediation in the subject areas on which the student failed to meet state passing or proficiency standards. The purpose of the fourth grade transitional program is to provide a class setting to students who have demonstrated the ability to benefit from a combination of intensive fourth grade remedial work and fifth grade regular coursework. Students in the transitional program may be eligible to progress to the sixth grade the following year in through an SBLC waiver process. The Chief Accountability Officer (if state mandated testing implications are applicable) and the student’s school’s respective Executive Director will approve placement decisions in accordance with Bulletin 1566, Chapter 7.

►Describe the locally-mandated attendance requirements for summer remediation that are used as a criterion for exceptions to High Stakes Testing Policy. (Bulletin 1566 §707) For summer 2015, the student must attend and participate in the district’s summer remediation. At the conclusion of the current school year, summer remediation will be offered based on academic promotion requirements due to state transitional policies,

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high stakes testing waivers, and a delay in test scores resulting from the administration of new statewide assessments

2. At the conclusion of the 2015-2016 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 2015-2016 exceeds the percentage of eighth graders in that LEA eligible for transitional ninth grade at the conclusion of the 2013-2014 school year, the local superintendent of that LEA shall provide a written justification to the state superintendent. (Bulletin 1566 §701.B)

►Describe the customized counseling structure (e.g., a support team) to support each Transitional 9th Grade student. High schools will create a customized counseling structure to support Transitional Ninth Grade Students focusing on student planning for college and career readiness through collaboration between academic and CTE teachers. This structure will include but is not limited to the following: mentoring, career counseling, and access to jump start activities. Additional supports must be in place to ensure transitional students show adequate growth to address academic needs and identified student profile considerations. These structures will evaluate an individual student’s growth, identify next steps and provide career readiness course opportunities. Teachers will become advisors and mentors for college and career readiness. Schools will provide meaningful activities and resources to help students identify a career they may pursue. Structures will provide support for course and certification attainment while making students workforce ready with a focus on jump start models. A plan outlining such remediation will be included in the student’s Individual Graduation Plan (IGP).

►Explain how an individual student’s progress will be tracked, specifying the data the support team will use to identify student progress and gaps. Academic and CTE teachers will work collaboratively with school support staff and parents to track and identify student progress and gaps. As a means of support, interim progress checks may include but are not limited to the following: transcript and IGP review; review of coursework and academic grades; review of district benchmark and school level common assessments; review of standardized test scores; review of attendance data; review of behavioral data and discipline reports; and review of identified student profile considerations. The support team conferences will serve as a means to progress monitor student growth to assess whether or not the student has properly acclimated to the high school campus. ►What Career Readiness Course Opportunities will be provided to the students? Career development begins as early as elementary school, and progresses through middle school into high school courses and activities. Schools at all levels, especially

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middle and high, provide career exploration initiatives through activities such as career fairs, career presentations, and career awareness courses at middle and high school levels. Schools promote college awareness through posters, college representatives presentations and college campus visits. The district provides career and college readiness opportunities through its advanced placement and dual enrollment course offerings; interest inventories aligned to standardized testing and related activities; and career and technical education courses listed in the district course catalog. CLEP college placement and industry based certification testing opportunities are also available to high school students.

►How will an appropriate T9 curriculum be identified and implemented?

Supports must be in place to ensure retained and promoted students show adequate growth to address academic data indicators and student profile considerations. Students enrolled in transitional 9th grade will receive remediation in math and/or English if they did not score at or above proficient as determined by BESE and identified areas of remediation. These students will be eligible to earn credits in on-grade level courses even if they are simultaneously receiving remediation in that subject. Students enrolled in transitional 9th grade will have opportunities to take all 9th grade-level courses that are part of a high school career pathway developed by regional teams and approved by the LDE, including but not limited to CTE courses and career training opportunities.

For the current school year, the district will design the remediation program for transitional 9th grade students. Principals, teachers and instructional staff will have a multitude of supplemental resources available to select and implement appropriate and individualized curriculum to meet the identified needs of transitional ninth grade students. Identified resources from the LDE instructional resource reviews and published rubrics will be utilized to ensure staff is selecting resources aligned to state standards. Additional resources to be used may include but are not necessarily limited to the following: teacher toolboxes; grade specific libraries; ELA guidebooks and framework; math guidebooks; district curriculum maps, pacing guides and related resources; district approved intervention programs to provide differentiated instruction. Principals, teachers and instructional staff will align formative and common assessments to ensure appropriate progress monitoring and tiered instruction for continued remediation in identified areas of learning gaps.

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)

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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) ►List detailed and specific LEA promotion requirements by grade level for K-8. If promotion criteria for 4th and 8th grade students exceed the state requirements of passing the state mandated assessments, list any additional requirements.

Promotion Policies for Kindergarten – Grade 5

To be promoted in grades K through 5, a student must meet the following criteria:

A minimum of four quality points earned or an annual average of 1 quality point in both reading and mathematics. In grades 1-5 students must pass two other subjects with the same quality point requirements.

A student may not be promoted if an “F” is earned in both 3rd and 4th nine weeks in the same subject.

A performance level of on or above grade level in reading and math, The term grade level refers to the grade placement with respect to skills as indicated according to adopted textbooks and the comprehensive curriculum.

If applicable, fourth graders must meet state performance requirement/ promotion standard for High Stakes Testing in Language Arts and Mathematics in addition to EBR Pupil Progression Plan Policies to be promoted to 5th grade. Due to transition policy changes and delayed test scores during the current school year, those who do not meet the performance requirement/ promotion standard (if applicable) may be eligible for an SBLC waiver according to local EBR Pupil Progression Plan Policy as outlined in the K-8 Promotion section of this document.

A performance level of on or above grade level in reading and math. The term grade level refers to the grade placement with respect to skills as indicated according to adopted textbooks, district approved curriculum aligned to state standards as grade appropriate for each grade level.

Any student not meeting these criteria may be required to attend the extended year or summer remediation program, if available, to be considered for promotion via SBLC waiver process.

Parents must be given a review of their child’s progress at each conference period and be encouraged to be a part of the team to plan interventions to accelerate progress when needed.

The Progress Reports for grade K will be marked with the symbols, E, S, NI and U.

Grading Scale for Kindergarten

Grade Percentage

E (Excellent Performance) 100-93

S (Satisfactory Work) 92-80

NI (Needs Improvement) 79-67

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U (Unsatisfactory Work) 66-0

The Grading Scale for Achievement in Grades 1-5 is as follows:

Grading Scale for Regular Courses

Grade Percentage Quality Points

A 100-93 4

B 92-85 3

C 84-75 2

D 74-67 1

F 66-0 0

*As per Bulletin 741 §2302 Uniform Grading Policy, all LEAs shall use the above uniform

grading system for students enrolled in all grades K-12 for which letter grades are used.

The teacher who has been responsible for instruction for at least 23 days of a reporting period marks a student’s Report Card.

Remediation shall be offered to students who do not meet the state performance requirement/ promotion standard on state mandated assessments (if applicable) in accordance with the high stakes testing and K-8 promotion policies outlined in previous sections of this document. Any student not meeting the academic promotion criteria may be required to attend the extended year or summer remediation program, if available, to be eligible to be considered for promotion via SBLC waiver process. In order to move students toward grade performance, EBR shall design and implement additional instructional program options for those 4th grade students being retained. The purpose of the additional instructional options is to move the students to grade level proficiency by providing the following:

Focused instruction in the subject area(s) on which they failed to meet the passing standard, demonstrate proficiency and/or meet the state performance requirement/ promotion standard on state mandated assessments (if applicable) in accordance with the high stakes testing and K-8 promotion policies outlined in previous sections of this document.

Ongoing instruction using locally aligned curricula based on state approved content standards for the core subject areas.

Examples of instructional options may include alternative learning settings, individual tutoring, transition or acceleration classes, or other instructional options appropriate to the students’ needs. EBR also designs and implements additional instructional options for students below grade 4 who have been determined to be at risk of failing to meet the state performance requirements on state mandated assessments (if applicable).

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Suggested options at the building level may include the following depending upon available resources and student’s needs:

Inclusion (small group sessions, instructional aide, small classrooms of no more than 15 students)

Academic services provided by a math and/or reading specialist

Before and after school tutorial services with on-going assessment

Extra computer time on skills needed

Individual or group tutoring before, during and after school

4th Grade Transitional Program Remediation and Tiered Instruction District approved intervention and remediation programs

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Promotion Policies for Middle School Students – Grades 6, 7 & 8: Criteria for Promotion and/or Alternative Placement

Students must meet state attendance requirements by attending a minimum of 167 days.

Students (6, 7 & 8) must meet local course requirements as follows: A student in the middle school with a 7-period day schedule will be promoted if that

student makes a passing grade for the year in 6 of the 7 courses taken or if that student passes 11 of the 14 semester credits.

A student in middle school with a 9-period day schedule will be promoted if that

student makes a passing grade for the year in 8 of 9 courses taken or if that student passes 15 of the 18 semester credits. If a student who changes schools goes from a 7-period to an 9-period day and ends up with 16 semester credits, he must pass 13 of the 16 semester credits.

A student in middle school with a 11-period day schedule will be promoted

if that student makes a passing grade for the year in 10 of 11 courses taken or if that student passes 19 of the 22 semester credits.

Middle School Promotion Scale

1st 9 Weeks 2nd 9 Weeks Semester Grade F D D D F F B C C C B B C F D 1st Semester + 2nd Semester F D Pass D F Fail F C Pass B C Pass A F SBLC D B Pass

**The school administration must check report cards immediately upon receiving them. If the promotion status has not been determined, the administration must make the determination and inform parents prior to opening of summer school.

The Grading Scale for Achievement in Grades 6-8:

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A 100-93 4

B 92-85 3

C 84-75 2

D 74-67 1

F 66-0 0

*As per Bulletin 741 §2302 Uniform Grading Policy, all LEAs shall use the above uniform grading system for

students enrolled in all grades K-12 for which letter grades are used.

The SBLC will make recommendations about Special Education students using the adopted policies of the LSBESE and the student IEP.

Grade 8 Promotion/Placement criteria

A. For the current school year, promotion from grade 8 to grade 9 will be in accordance with the K-8 Promotion and High Stakes Testing criteria outlined in earlier sections of this document in accordance with Bulletin 1566.

►Describe the elementary foreign language program for academically able students in grades 4–8.

o Explain the local definition of the term “grade level” or “on grade level.” On grade level is defined as the ability to perform grade level skills (as identified by district approved curriculum aligned to state standards mastery). In tested grades, “grade level” is defined as meeting performance requirement/ promotion standard on state mandated assessments (if applicable) and meeting local promotion criteria outlined in other sections of this document.

Elementary School: Foreign Language instruction in the elementary school should be incorporated in the school day for thirty (30) minutes daily in grades 4 and 5 as part of the language arts and/or social studies curriculum, and shall be optional for all others. Students on grade levels 4 and 5 who are not identified as academically able for instruction in the foreign language program shall receive instruction in basic skills from the classroom teacher during this period.

Middle School: In grades 6, 7, and 8 a minimum of 150 minutes a week for foreign language shall be required and shall be a part of language arts time allotment. Required language instruction is contingent on funding. All middle schools are model program sites.

Middle school students with stanines of seven, eight or nine in total reading on previous iLEAP tests or equivalent assessments and as recommended by teachers may take a

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foreign language in lieu of reading. Foreign language may be offered as an elective to those students who do not meet these criteria.

IV. Promotion 9-12 - High School Graduation Requirements

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.

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.

►List detailed and specific LEA Carnegie unit requirements and promotion requirements by grade level for grades 9-12.

Students must complete the minimum of 23 or 24 Carnegie units of credit (see Appendix.) A student who entered the ninth grade during the 1999-2000 school year and thereafter and who transferred to a Louisiana public school at or below the ninth grade shall take and pass the English Language Arts and Mathematics sections and either the Science or the Social Studies test of the Graduation Exit Exam (GEE21). Approaching Basic achievement level or higher is considered passing. Prior to 2013-

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2014 school year, a student who is eligible for the Louisiana Alternate Assessment, Level 2 (LAA2) through an active IEP should take and pass with Approaching Basic or higher the English Language Arts, Mathematics, and either Science or Social Studies tests to earn a high school diploma. A student who entered the ninth grade during the 2010-2011 school year and thereafter is required to score at the Fair achievement level or higher on the End-of-Course tests (see High School Graduation requirements.)

Retest opportunities will be provided for students who do not pass GEE, LAA2, or EOC. GEE/EOC/LAA2 Waiver for Graduating Seniors with Disabilities

In June 2005, the Louisiana Department of Education and the Board of Elementary

and Secondary Education adopted a waiver process for student with disabilities seeking a standard high school diploma. A student with a disability could be eligible to receive a diploma if the student meets all other state mandated testing graduation requirements, and has the required documentation for the waiver request, including evidence that the student participated in remediation and how the disability or disabilities impacted the student’s inability to pass the assessment. The flexibility granted under this rule applies only to graduating seniors or students who have previously left school who have a disability or disabilities defined by the Individuals with Disabilities Education Improvement Act (IDEA).

Grade Placement

Grade placement* is to be determined only at the beginning of the school year for grades 9, 10, 11. Grade placement for seniors can be determined at any time.

Grade 10 – by having earned no fewer than 5 units of credit Grade 11 – by having earned no fewer than 11 units of credit Grade 12 – by having scheduled sufficient units during the regular year to

complete graduation requirements at the end of the school year.

*Inclusive of district approved traditional, online/ virtual, distance learning, blended learning, and independent study. Note: A student shall be placed in grade nine at the beginning of their first year on a high school campus regardless of the number of credits earned prior to entering high school. Reclassification will occur at the beginning of their second year in high school and will be determined by the credit listing above.

ACT 1034: A student who exhibits disruptive behavior, an incorrigible attitude, or any other discipline problems in general, may be recommended by the principal for expulsion, assignment to an appropriate alternative education program, or transfer to adult education if such student is as follows:

(1) Seventeen years of age or older with less than (5) five units of credit toward graduation; (2) Eighteen years of age or older with less than (10) ten units of credit toward graduation; (3) Nineteen years of age or older with less than (15) fifteen units of credit toward graduation. (R.S. 17:224)

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Principal recommendations for transfer to adult education must be reviewed and approved by the Office of Child Welfare and Attendance. Students who are 17 years of age who are recommended for transfer to adult education under this provision must also meet the eligibility requirements for a Waiver to Exit. (R.S. 17:221, Bulletin 741, §1103)

Credits: In Grades 9 through 12, units are earned based on semester grades. An “A” through “D” or “P” will earn whatever units are possible for the course. An “F” will not earn any units. Students receiving a certificate of achievement and participating to the best of their ability should receive passing grades but not Carnegie units. There is no limit to the number of Carnegie units a student may earn in any given year. Students meeting the requirements for Carnegie credit based on proficiency shall have the course title, the year proficiency was demonstrated, P (pass), and the unit of credit earned entered on their transcript as per Bulletin 741.

Information concerning district approved correspondence courses is available from the Department of Counseling and Guidance. Only one half Carnegie unit may be earned per semester course.

College courses taken by students while enrolled in high school (concurrent enrollment independent of dual enrollment opportunities offered as a district course) must have the prior approval of the principal and school counselor before enrollment. College credit received will carry weighted credit. The counselor or appropriate supervisor must verify that the college course is on a higher level than the last course taken by the student in that subject. The course will appear on the high school transcript under one of the following titles:

College Mathematics College English

College Science College Social Studies

College Foreign Language College Computer Science

Courses, which carry one or two hours of credit at an approved two year or four-year institution, will earn one half of a Carnegie unit toward graduation at the high school level. Those courses, which earn three to five semester hours of college credit, will earn one full Carnegie unit. If a student transfers from one school to another, weighted grades apply for the purpose of awards given by the school only when the same honors courses are offered in the school to which the student transfers. However, the final transcript will reflect all weighted credit and appropriate honors course designation.

All credits must be counted the semester prior to the student’s classification as a senior, and each student shall be notified as to the number of credits he/she will have at the end of the semester. This will depend on successful completion of all subjects taken during the semester.

3-year graduate 2nd semester of 10th grade

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Midterm graduate 2nd semester of 11th grade

4-year graduate 2nd semester of 11th grade

Formal commitment shall be obtained from students on Formal Commitment: Intent to Graduate Form and approved by their parent/guardians indicating when they expect to graduate. This form should be in the school files for all seniors no later than the end of the second month of their senior year.

A student shall not be allowed to participate in a graduation exercise if he/she has not satisfactorily completed all the requirements for graduation as set forth in the Pupil Progression Plan. All students who participate in the graduation exercise shall have been certified and deemed eligible to receive a diploma by the principal of the school from which the student is graduating. However, the Superintendent shall have the discretion to allow students to participate in graduation exercises when it is warranted by exceptional circumstances.

If by April of the graduating year students who have earned the required 23 or 24 Carnegie units and the required coursework and have passed the state mandated tests required for graduation shall not be allowed to re-enter any high school and continue to take additional courses. These students will be bestowed a diploma whether or not they choose to take part in formal graduation ceremonies. This policy does not apply to exceptional students who are eligible to continue to receive educational services. Remediation and retake opportunities will be provided for students who do not pass state mandated tests while awaiting retake opportunities. However, these students will not be allowed to register and schedule additional course work.

Credits for transfer students: In cases where a student transfers into the East Baton Rouge Parish School System and has completed a year of study and has received only yearly grades with no semester grades indicated, grades should be doubled in ranking.

Examples: Civics-C; receives C for the 1st semester; C for the 2nd semester

Grading Scale and Conversion Table

G.P.A. = Total Quality Points Total Units Attempted

Quality Points – Numerical Value of Grade Total Units Attempted

Students may earn Carnegie credit as middle school and high school students in two ways: by

passing a course in which the student is enrolled; and meeting instructional time requirements or

by demonstrating proficiency as set forth in Section IV. items A1 and A4 (noted in High School

Graduation Requirements outlined on pages 29-30) as well as in the Placement Section (I.B –

pages 6-8) for grades 9-12 earlier in this document. Bulletin 741, Section 2314 will govern district

policy regarding Carnegie Credit and Credit Flexibility as it relates to High School Graduation

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Requirements. The district reserves the right to administer a proficiency exam and require the

district set proficiency score for any student who transfers into the system from non-approved

schools or home schools when placement is in question before awarding Carnegie Credit. District

proficiency exams are submitted to the Louisiana Department of Education (See Placement

Section of this document for policy regarding proficiency exam administration).

Numerical Value Table:



A 100-93 4

B 92-85 3

C 84-75 2

D 74-67 1

F 66-0 0

*As per Bulletin 741 §2302 Uniform Grading Policy, all LEAs shall use the above uniform grading system for students

enrolled in all grades K-12 for which letter grades are used.

Grading Scale for Honors, Gifted, and Advanced Placement Courses


A 100-93 5

B 92-85 4

C 84-75 3

D 74-67 1

F 66-0 0

*As per Bulletin 741 §2302 Uniform Grading Policy, all LEAs shall use the above uniform grading

system for students enrolled in all grades K-12 for which letter grades are used.

Marks that appear on the report card and progress report are as follows:

A = Outstanding Achievement B = Good Achievement C = Satisfactory Achievement D = Minimum Acceptable Achievement F = Failure

P = Pass

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High school students may repeat a course for self-improvement only to establish eligibility to participate in extra-curricular activities requiring specific standards. For the purpose of establishing eligibility, students may enroll in an accredited summer school sanctioned by the Board of Elementary and Secondary Education for self-improvement course work. It should be understood that students needing repeat work will be given first option for available seats followed by students desiring courses for self-improvement. The first recorded grade will remain on the transcript, but with the notation added to indicate that course was repeated along with the resulting grade.

For the purpose of self-improvement, students receiving a higher grade or grades will be granted the benefit of the higher grade or grades only for determining eligibility for extra-curricular activities requiring specific standards. Further, a student may lose or gain eligibility within a given semester pursuant to the eligibility requirements set forth by the East Baton Rouge Parish School System and the Louisiana High School Athletic Association if tutorial services are evident.

Grade point averages will be computed utilizing all course grades including those that have been repeated for the purpose of calculating class rankings. A student who has achieved a grade of “A” shall not be allowed to repeat that same course for credit.

A grade correction for any high school Carnegie unit must be made no later than three weeks following the end of the previous semester. A grade correction will only be allowed if an error was made in the calculation of the grade and with the approval of the building principal. The Superintendent or designee must approve any deviation from this policy.

Class Rank for Determining Regular Education: Valedictorian and Salutatorian, Graduation Honors and Scholarships

Valedictorian and Salutatorian: Regular Education: Beginning with the graduating class of 2010-2011, senior class rank will be determined by the students’ weighted grade point average, including all subjects in grades 9-12. Co-valedictorians will be recognized if these students have earned exactly the same grade point average. In the event that a co-valedictorian is recognized, there will be a salutatorian also. To be considered for valedictorian and salutatorian, the students must be enrolled in that school for the entire senior year and must have been in attendance in this school system for the last four (4) semesters of high school. This does not prevent other honors being bestowed. However, a student cannot have been in high school for more than eight (8) semesters.

Honor Graduates: All seniors who compile a grade point average of 3.9500 and above shall be designated as graduating Summa Cum Laude. All seniors who compile a grade point average in the range of 3.8500 to 3.9400 shall be designated as graduating Magna Cum Laude. All seniors who compile a grade point average in the range of 3.500 to 3.8400 shall be designated as graduating Cum Laude.

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Valedictorian and Salutatorian - Gifted Education: Any student who has completed four or more semesters in the gifted program will be ranked as part of the gifted graduating class for purposes of determining valedictorian and salutatorian.

Any student who has enrolled in the gifted program for fewer than four semesters and is not enrolled in the gifted program or equivalent coursework, i.e. Advanced Placement courses, during his/her senior year will be ranked as part of the regular graduating class. The school counselor, gifted coordinator, and school principal must review schedules of the ten top-ranked gifted students at the beginning of the student’s senior year to insure eligibility for consideration as valedictorian and/or salutatorian.

To be declared valedictorian or salutatorian of the gifted class, students will be required to complete a minimum of six Carnegie units during their senior year (completion of 11th grade to graduation). Courses, which carry a weight of one or two semester hours of credit at a four-year institution, will earn one half of a Carnegie unit toward graduation at the high school level. Those courses, which earn three, four, or five semester hours of college credit, will earn one full Carnegie unit. Certificate of Achievement: Certificate of Achievement is an exit document issued to a student with a disability after he or she has achieved certain competencies and has met specified conditions as listed below. The receipt of a Certificate of Achievement shall not limit a student’s continuous eligibility for services under these regulations unless the student has reached the age of 22.

Eligible students must meet the following Provisional Eligibility Criteria to be awarded a Certificate of Achievement:

o The student has completed at least 12 years of school or has reached the age of 22

(not to include students younger than 16). o The student has met attendance requirements according to Bulletin 741. o Transition planning has been completed and documented. o The student participated in LEAP Alternate Assessment (Level 1 or 2); and o This student addressed the general education curriculum as reflected on the

student’s IEP.

*NOTE: The receipt of a Certificate of Achievement does not limit a child’s continuous eligibility for services under IDEA unless the child has reached the age of 22. Early College Admissions Policy (Bulletin 741, Section 2329)

A) High school students of high ability may be admitted to a college on a full- time basis. B) A student shall have maintained a "B" or better average on all work pursued during three

years (six semesters) of high school. C) The student shall have earned a minimum composite score of 25 on the ACT or an

equivalent SAT score; this score must be submitted to the college. D) A student shall be recommended by his high school principal. E) Upon earning a minimum of 24 semester hours at the college level, the student shall be

eligible to receive a high school diploma. a) The high school principal shall submit to the LDE the following:

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1. forms provided by the LDE and completed by the college registrar certifying that the student has earned 24 semester hours of college credit; and 2. a certificate of high school credits.

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

►Describe the LEA’s policy for awarding ½ unit of credit.

Any student who transfers into the school and has successfully completed 12 weeks of work in any given semester in a course(s) not offered at the receiving school and who cannot be placed in a comparable course should be given one half unit of credit. One half (½) unit of credit shall be awarded for each successful semester completed of a full unit course.

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

5. Graduation requirements for the Career Diploma may be found in §2319 of Bulletin 741. a. A student who seeks to pursue a Career Diploma shall:

i. Fulfill the all the requirements for promotion to high school; ii. Fulfill the course requirements for a Career Diploma found in Bulletin

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.)

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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. If a student with a disability has not met state-established benchmarks on state assessments for any two of the three most recent school years prior to high school, or for the two most recent administrations of any state-established assessments required for graduation, the IEP team may determine if the student is required to meet state or local established performance standards on any assessment for purposes of graduation. (Bulletin 1530 §405).

V. Retention Policy

► State the number of times a student may be retained in each grade or level.

A student will be retained not more than one time for failure to meet academic requirements in grades K-3.

A student will be retained not more than one time for failure to meet academic requirements in grades 4-5.

A student will be retained not more than one time for failure to meet academic requirements in grades 6-7.

A SBLC shall meet when it is determined that a child is in jeopardy of not meeting the promotion requirements for the present grade. The role of the SBLC shall be to assist the classroom teacher in designing intervention strategies that could further ensure meeting the requirements for promotion. This should be done as early in the school year as possible. A parent teacher conference must be held and documentation of interventions provided before a SBLC conference. Once the teacher has requested the SBLC it shall be the responsibility of the SBLC

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Coordinator to notify the parent, teacher and others in writing of the meeting by sending a letter home to parents or placing a telephone call to the parents. No later than the beginning of the third nine weeks, parents shall be notified in writing that their elementary or middle school child’s promotion is in jeopardy.

Previous Retention: The first time a student is placed in a transition class shall not be counted as retention in that the child can be accelerated to his proper grade placement within the school year. The teacher will use new and different teaching strategies during the transition period that will lead toward the mastery of the deficient skills.

Students shall not be retained more than once in grades K-3 and once in grades 4 and 5 for a total of two times in K-5 unless high stakes testing policy and/or state mandated assessment policies specify otherwise for grade 4. Follow-up interventions must be in place to address academic deficiencies of students during the “retention” year. Those interventions must be well documented to demonstrate efforts to promote academic growth. High Stakes Testing and state mandated assessment policies must be followed. A student will not be retained more than once in grades 6 and 7 for failure to meet academic standards.

Students who have been retained may be referred to the SBLC for consideration of Referral to the Pupil Appraisal Team to determine if an individual evaluation is warranted. Results must be documented and kept in the cumulative folder.

The decision for promotion following summer remediation will be made by the appropriate school staff at the sending school where the child will attended the previous school year. Change in grade placement must be determined within the first ten days of the student’s attendance at the school. (See review of placement section of document).

*If a student has already been retained the maximum and also has absences in excess of the state attendance requirements in Bulletin 741, Rev. ’84, the state requirements take precedence. ► Describe any additional LEA policies that may determine student retention. A student in the 4th grade who is 12 years old on or before September 30th may be promoted according to the Pupil Progression Plan.

If a student has already been retained in fourth grade for the current year, has attended the summer remediation program, and has been retested (if applicable) and has not achieved state mandated performance requirement/ promotion standard and is being recommended for promotion by the SBLC, then a request for a System Level review is to be made at the end of the summer program. (See High Stakes Testing Policy in earlier section of this document). ► Describe the intervention/remediation strategies to be used to prevent retention or in lieu of student retention at the lower grades.

Intervention/ remediation strategies to be used to prevent retention or in lieu of retention at lower grades may include but are not limited to the following:

Tutoring before and after school

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Reading and math intervention programs

Literacy centers

Academic services provided by interventionists, reading, and/or math coaches

District sponsored summer remediation programs

Response to Intervention (RtI)

VI. Acceleration

► Describe the policies and procedures that address the placement of students who demonstrate that they will benefit more from the instructional program at an advanced grade level. Address criteria for both grades K–8 and grades 9–12. The East Baton Rouge Parish School System is committed to provide appropriate means for students of high academic ability to develop their potential. The provisions are as follows:

The classroom teacher provides enrichment and acceleration for these students in regular classrooms. If the student continues to need a more challenging placement, the school administrator, school counselor, parent, student, or any currently assigned classroom teacher of the student will request screening and testing for gifted identification and services. Accelerated curriculum may be considered for eligible students at the elementary and middle school levels either through accelerated grade placement or promotion in regular education or accelerated curriculum in gifted education in the current grade.

Elementary and Middle School Opportunities for Acceleration: Elementary and middle school students of high ability are normally provided enrichment with other students of their own chronological age. In warrant a review of placement for accelerated purposes, an appeal should be made by a teacher, parent, school counselor, or principal to the School Building Level Committee (SBLC) for an initial recommendation as to whether it would be an advantage for the student to be promoted to a class at a higher grade level than the student’s normal placement. A Limited English Proficient (LEP) student must not be denied acceleration solely on the basis of English proficiency. Refer to Title IV, Civil Rights Act, 1964, 42 U.S.C. Section 200d and the Equal Educational Opportunity Act of 1974 20 U.S.C. Section 1703 (f). ► Describe the LEA criteria for acceleration, including who is involved in the decision-making process, what evaluation criteria are used, and other local policies. If the School Building Level Committee determines that such acceleration options would probably be advantageous for the student, then the following criteria must be met: The student must show documented mastery skills and concepts in math, reading, and other facets of language arts by these means: score at the 99 percentile on district administered test by the Pupil Appraisal Department or the on highest proficiency levels/ categories on state mandated assessments in English/language arts and mathematics in order to be eligible for SBLC review. The SBLC which will consider possible acceleration options, may be composed of the following members: the classroom teacher, principal, counselor, a designee of the central office, Pupil Appraisal Department staff, (and the parent. Both parents are encouraged to attend the conference, but together they are considered as one member of the committee. The recommendations for acceleration options must be supported by a minimum of four members of

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the committee and should be based on careful review of all the data and probably success of student adjustment.

a. Written informed consent must be obtained from parents or legal guardians for the proposed acceleration options.

b. No student will be considered for acceleration options more than (2) times total during the period of grades 1-8.

c. Review of placement for any proposed acceleration for the next school year must be indicated prior to the last grading period of the current school year

► Describe any applicable policies and procedures for grade “skipping.” Grade “skipping” must follow the same criteria as listed for the acceleration options. (See Acceleration section above.) ► Describe any policies governing services for gifted students.

Criteria

The East Baton Rouge Parish School System provides appropriate means for students with superior ability whose needs cannot be met in the regular classroom. The provisions are as follows:

Students with superior ability as defined by the Pupil Appraisal Handbook of the Louisiana State Department of Education Bulletin 1508 are identified gifted and/or talented according to State criteria and eligible to participate in the Academically Gifted and/or Talented programs.

Information from the East Baton Rouge Parish School Board Pupil Appraisal Approved Evaluation, teacher recommendations and concerns, and parental concerns are used by the IEP Committee to determine placement for Gifted students. The IEP is designed to meet both academic and emotional needs of the Gifted student. Site determination is made by the Supervisor of the Gifted and Talented program in accordance with space availability.

Accelerated Grade Placement

Multiple assessments must be reviewed in determining a child’s acceleration needs. Accelerated grade placement does not take the place of gifted education. Students receiving

services as gifted have an IEP to address and meet their special needs. Parents can refuse gifted services at this time.

Revision of Gifted and/or Talented Placement

IEP Goals and Objectives are reviewed through the IEP process at least once a year. At that time, the IEP committee makes revisions and additions to the IEP as needed to meet the individual needs of the student. Recommendations for a re-evaluation or change of placement can be requested by anyone on the IEP committee at any time.

A. Early Graduation

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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.

► Describe the components and requirements of the local early graduation program.

With permission of the principal and the counselor, students may enroll in programs that will result in early graduation such as the following:

Carnegie credit earned in middle school

Unlimited Carnegie credits may be earned in an academic year

Dual enrollment

Distance Learning

Blended Instruction Other components and requirements for Early Graduation are addressed in the High School Graduation and Carnegie Credit and Flexibility sections of this document.

VII. 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 criterion-referenced 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

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measured by the State criterion-referenced test, shall be provided remedial education. (R.S. 17:397)

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

o List the objectives for your school year intervention/remediation program.

The East Baton Rouge Parish School System shall provide a remedial education program for those students who fail to meet required proficiency levels on the state mandated tests (R.S. 17:24.4 (G) R.S. 17:394-400) is the established legislation for the remedial education programs. The intent is to improve student achievement in grade appropriate skills identified as deficient on appropriate state mandated tests. The program objectives are as follows:

1. Identify students who failed to meet the state performance requirements/ promotion standards on state mandated assessments.

2. Provide remedial instruction for eligible students on all skills in which they failed to meet the performance requirement /proficiency standard.

3. Assess students to determine if they have reached state performance requirement/ proficiency standard on the skills in which they received remedial instruction.

4. Provide remediation necessary for students to achieve appropriate skills, a sense of success, to prevent alienation from school, and to prevent early departure from school.

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o Describe the criteria used to determine which 4th and 8th grade students are eligible for school year intervention/remediation.

1. Any public elementary or secondary student, including a LEP and/or exceptional

student (except gifted) participating in or state mandated assessments, who does not meet the passing or proficiency standards established by the Department and approved by the State Board, as measured by the state criterion-referenced tests, shall be provided remedial education (R.S. 17:397).

2. The failure of Special Education students to achieve performance standards on the state mandated tests does not qualify such students for special education extended school year programs (BESE Policy).

3. Special Education students are eligible for state mandated test remediation programs.

4. A list of all eligible students shall be maintained at the Central Office and each school.

5. Students, including Special Education students, in grades 3 and 7 who score below state passing or proficiency standards will be eligible for early intervention remediation.

o Does the district suggest or require a minimum number of remediation services hours

each school should provide to its eligible students? If so, what is the minimum?

Remedial instruction time shall be provided based on student deficiencies as identified on state mandated test profile sheets. School remediation programs should be designed to provide eligible students with a minimum of 50 hours of tutoring in English and/or math.

o Describe the materials and methodology to be used throughout the district in school

year intervention/remediation. o Instruction shall include the philosophy, the methods, and the materials identified in

the state approved content standards. o Methods and materials used by the classroom teacher shall supplement and reinforce

those used in the remedial program. Strategies may include such techniques as whole group diagnostic-prescriptive, small group and independent work in centers, and learning activities involving manipulative materials.

o Exceptional students participating in state mandated assessments must be provided with appropriate accommodations as noted in the students’ IEP.

o Describe the form of documentation collected from students/parents who refuse school year remediation services.

If a parent or student refuses to participate in the remedial programs offered, a letter will be requested from them and placed on file as documentation. The refusal form will be kept on file in the student's cum folder. If the parent refuses to participate, the student may become ineligible for a waiver.

o Describe how science and social studies remediation is implemented.

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Job embedded professional development will be provided for principals and designated teachers of students in mandated testing grades and appropriate personnel. This job specific training will provide program guidelines and effective science and social studies instructional strategies designed to remediate student needs.

o Describe the district’s plan for coordination of state, federal, and local funds for school

year remediation.

Communication between the classroom teacher and any supporting teachers shall occur on a regular basis during the school year. The remedial education funds shall be used to supplement state and local funds used for instructional materials and personnel.

o Describe the district’s plan for documenting evidence of achievement/growth of students who are participating in school year remediation.

An evaluation plan will include both the educational process used in the remedial program and the improvement shown by students in their identified deficient state mandated assessment skills. Students will be considered remediated if they demonstrate academic progress in core subject areas and/or meet the proficiency standard on a test similar to statewide assessments administered by the schools. The evaluation plan for documenting growth shall include specific documentation showing the following: 1. Student performance by means of district approved curriculum aligned to state

standards as appropriate depending on grade level; 2. Coordination with other programs; 3. Instruction in the deficient skills as evidenced by teachers’ lesson plans; 4. Staff development as indicated by attendance, agendas, handouts, and evaluations

of in-service sessions; 5. Input from school principals, assistant principals, and teachers.

►Summer Remediation Program

o List the objectives for your summer remediation program.

The East Baton Rouge Parish School System shall provide a remedial education program for those students who fail to meet required proficiency levels on the state mandated assessments. (R.S. 17:24.4 (G) R.S. 17:394-400) is the established legislation for the remedial education programs. The intent is to improve student achievement in grade appropriate skills identified as deficient on appropriate state mandated test.

The program objectives are as follows:

1. Identify students who failed to meet the state performance requirements/ promotion standards on state mandated assessments.

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2. Provide remedial instruction for eligible students on all skills in which they failed to meet the state performance requirement/ proficiency standard.

3. Assess students to determine if they have reached the performance requirement/ proficiency standard on the skills in which they received remedial instruction.

4. Provide remediation necessary for students to achieve appropriate skills, a sense of success, to prevent alienation from school, and to prevent early departure from school.

o Describe the criteria used to determine which 4th and 8th grade students are eligible for summer remediation.

1. Any public elementary or secondary student, including a LEP and/or exceptional student (except gifted) participating in state mandated assessment , who does not meet the performance standards established by the Department and approved by the State Board, as measured by the state criterion-referenced tests, shall be provided remedial education (R.S. 17:397).

2. The failure of Special Education students to achieve performance standards on the state criterion-referenced tests does not qualify such students for special education extended school year programs (BESE Policy).

3. Special Education students are eligible for state mandated assessment remediation. 4. A list of all eligible students shall be maintained at the Central Office and each school. 5. Students, including Special Education students, in grades 3 and 7 who score below

state passing standard or equivalent level on state mandated assessment will be eligible for early intervention remediation.

o Describe the schedule for your summer remediation program. Please be reminded

that the district must schedule a minimum of 50 hours per subject at both 4th and 8th grade levels.

1. Remedial instruction shall be provided for a minimum of 50 hours per subject at both

4th and 8th grade levels. 2. Instruction shall include the philosophy, the methods, and the materials identified in

the state approved content standards. 3. Methods and materials used by the classroom teacher shall supplement and reinforce

those used in the remedial program. Strategies may include such techniques as whole group diagnostic-prescriptive, small group and independent work in centers, and learning activities involving manipulative materials.

4. Exceptional students participating state mandated assessments must be provided with appropriate accommodations as noted in the students’ IEP.

5. An IEP student participating in state mandated assessments must be provided with modifications used in the student’s regular instructional program.

o Describe the materials and methodology to be used throughout the district in summer

remediation.

1. Remedial instruction time shall be provided based on student deficiencies as identified on the mandated state assessment profile sheets.

2. Instruction shall include the philosophy, the methods, and the materials identified in the state approved content standards.

3. Methods and materials used by the classroom teacher shall supplement and reinforce those used in the remedial program. Strategies may include such techniques as whole

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group diagnostic-prescriptive, small group and independent work in centers, and learning activities involving manipulative materials.

4. Exceptional students participating in state mandated assessments must be provided with appropriate accommodations as noted in the students’ IEP.

5. A student with an IEP/IAP participating in state mandated assessments must be provided with modifications/accommodations used in the student’s regular instructional program.

o Describe the form of documentation collected for students and parents who refuse

summer remediation services.

If a parent or student refuses to participate in the remedial programs offered, a letter will be requested from them and placed on file as documentation. The refusal form will be kept on file in the student's cumulative folder. If the parent refuses to participate, the student may become ineligible for a waiver.

o Describe the district’s plan for coordination of state, federal, and local funds for summer remediation.

Communication between the classroom teacher and any supporting teachers shall occur on a regular basis during the school year. The remedial education funds shall be used to supplement state and local funds used for instructional materials and personnel.

o Describe the district’s plan for documenting evidence of achievement/growth of students who are participating in summer remediation.

An evaluation plan will include both the educational process used in the remedial program and the improvement shown by students in their identified deficient skills on state mandated assessments. Students will be considered remediated if they demonstrate academic progress in core subject areas and/or meet proficiency standard on a test administered by the schools similar to state mandated assessment. The evaluation plan shall include specific documentation showing: 1. Student performance by means of district approved curriculum aligned to state

standards depending on appropriate grade level; 2. Coordination with other programs; 3. Instruction in the deficient skills as evidenced by teachers’ lesson plans; 4. Staff development as indicated by attendance, agendas, handouts, and evaluations

of in-service sessions; 5. Input from school principals, assistant principals, and teachers.

►EOC Remediation

o Describe the EOC remediation provided for students. Include the following: o Program Description

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o Student selection criteria

Students eligible for remediation include those who have failed any of the required content areas of the End of Course exam. o Pupil/Teacher ratio

The maximum pupil teacher ratio will be 20 to 1.

o Instructional time

Fall and spring remediation will provide 10 hours of remediation in each content area two weeks prior to the retest. Summer remediation will provide required hours of remediation in English language arts and math, science and social studies.

o Selection criteria for teachers and/or paraprofessionals

Teachers and/or paraprofessionals will apply for positions in the EOC, or remediation program. Instruction will be provided by highly qualified teachers and/or paraprofessionals, unless the district exhausts the pool of qualified applicants. o Materials and methodology to be used

The curriculum used for remediation is commercially produced as adopted from the State Department of Education materials provided. Appropriate instructional materials are available at all schools. All curricula and materials will be appropriate for the objectives that will be covered on the state examination as identified in the state approved content standards.

o Program type – Examples: remediation courses, after-school tutoring, Saturday

tutoring, summer school, other: List all that apply After-school and Saturday remediation classes will immediately precede the fall and spring retake test date. Students will attend four 2.5 hour sessions prior to taking the test in each content area. Multiple centrally located schools will be utilized to facilitate ease of attendance for students. If students have problems reaching the designated remediation centers, arrangements will be made to assist them in attending. Students unable to attend after-hours remediation will receive appropriate assistance during the school day from their regular classroom teachers. Summer remediation will be provided in multiple locations throughout the district. Instruction will be provided in English language arts and math, science and social studies. Transportation will be provided. Documentation of individual student remediation will be kept on file in the East Baton Rouge Parish School Board Office.

o Documentation of students’ and parents’ refusal to accept remediation

If a parent of student refuses to participate in the remedial programs offered, a letter will be requested from them and placed on file as

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documentation. The refusal form will be kept on file in the student’s cum folder.

o Plan for coordination of state, federal, and local funds for remediation

The salary requirements/facility utilization/printing expenditures will be assumed by the local school system working with local/federal funds.

o Evaluation plan for documenting evidence of achievement/growth of students

An evaluation plan will include both the educational process used in the remedial program and the improvement shown by students in their identified deficient GEOC skills.

The evaluation plan shall include specific documentation showing:

1. Student performance by means of state standards 2. Coordination with other programs 3. Instruction in the deficient skills as evidenced by teachers’ lesson plans 4. Staff development as indicated by attendance, agendas, handouts, and

evaluations of in-service sessions 5. Input from school principals, assistant principals, and teachers

VIII. 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)

►List the written policies for all alternatives to regular placements. Alternatives to regular placements are established to address the needs of all students in meeting the state mandates for promotion. The district follows policies outlined in Bulletin 741 §2903 and Bulletin 131: Louisiana Alternative Education Standards for alternatives to regular placements. Students enrolled in alternatives to regular placements are governed by the same policies as all other students in the district. ►Give a brief description of each approved alternative school/program/setting operating in the LEA, including the entrance and promotion criteria.

Elementary Discipline Centers The elementary discipline centers provides alternative placement for students whose behavior requires removal from the home-based school setting. The staffing includes one certified teacher and one certified aide.

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The centers provide instruction for students in grades K-5 who commit zero tolerance offenses and/or students who require short-term (1-9 days) or long term/expulsion as determined by a hearing officer. An ESS student shall not be placed at a discipline center more than ten (10) cumulative days. The elementary center is located at Eden Park Superintendent Academy located at North Acadian Thruway.

Middle School and High School Discipline Centers

The middle and high school discipline center provides alternative placement for students whose behavior requires removal from the home-based school setting. The centers provide instruction for students in grades 6-12 who commit discipline offenses and require a short- term suspension (2-9 days). Middle and High School centers are as follows: Bogan Walk Center, Christa McAuliffe Center, EBR Readiness Center, and, Rosenwald Center. .

East Baton Rouge Readiness Superintendent Academy (EBR Readiness) The program for suspended or expelled students in grades 6-12 is located in EBR Readiness Superintendent Academy on Staring Lane. It is an approved high school and middle school serving students who have committed discipline offenses resulting in long- term suspension (10-20 days) or expulsion. The mission of the EBR Readiness Superintendent Academy is to educate suspended/expelled middle and high school students from throughout the parish. Students are eligible to earn grades and Carnegie units. Northdale Magnet Superintendent Academy Northdale Magnet Superintendent Academy is the first academic alternative high school in Louisiana. Since 1986, this unique educational setting has served students from throughout East Baton Rouge Parish who are seeking a second opportunity to earn a high school diploma via a technology-integrated approach to learning. Students must complete the same coursework and pass the same high stakes tests as students in all of the traditional Louisiana public schools. Interested students (and their families) must apply and go through an application and interview process. The Northdale Review Committee determines eligibility based on criteria of at-risk characteristics that include low academic performance, poor attendance and low self-esteem. Based on this process, students are then placed at Northdale. This nationally acclaimed dropout prevention/dropout recovery high school meets the needs of its 150 students in grades 7-12 by offering a holistic approach to learning. The school’s focus includes the social, emotional and educational deficiencies of its high risk student population. Northdale Magnet Superintendent Academy provides an alternative approach to learning for students who are at risk of dropping out, or have dropped out and are seeking a high school diploma.

Arlington Preparatory Academy This program is located at the Arlington Preparatory Academy. It is a high school program for at-risk 9th-12th grade students who are not successful in their current setting. The mission of the Arlington Preparatory Academy is to provide a small, non-traditional learning environment for at risk 9th-12th grade students who are at risk for dropping out of school.

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Students are placed in the program when the referring school makes a request to a review committee that determines eligibility. Parental consent is required for students to attend.

Baton Rouge Juvenile Services – Detention Center This program for juvenile offenders is located in the Juvenile Court Building. It is a fifty-two (52) bed lock-up facility for regular and special education students ages 10-17. The City Parish Government operates the center; however, the East Baton Rouge Parish School System provides the educational services. Students are placed at this facility as a result of court proceedings. The duration of the students’ stay varies with the offense.

Hospital/Homebound Program This is an educational program for students – regular or exceptional – having a medical illness that substantially limits their ability to attend school. The School Building Level Committee (SBLC) or the Individualized Educational Plan (IEP) committee must meet to decide the need, services and accommodations for these students before a homebound teacher is assigned

Superintendent’s Academy

Students who are two or three years older than their peers are eligible for the Superintendent’s Academy of schools that will be located in various parts of the district. To be admitted to the Superintendent’s Academy, a student in grades 4-12 must display signs of being at risk of dropping out of school.

Identification markers may include the following: 1. Students who are three years behind grade level as determined by age on September

30th of that school year.

2. Students two years behind (if space is available) will be considered subsequently.

3. Students with excessive absentees/tardies from school due to illness, frequent moves,

extenuating circumstances, parents or independent living arrangements.

4. Students with academic deficiencies or performance below assessed skills levels.

5. Students needing small group instruction or non-traditional teaching and individual

learning plans.

6. Students without severe discipline problems.

7. Students who are targeted for participation in the middle schools range in age from

twelve to sixteen years of age and are enrolled in schools that are considered traditional;

subsequently their needs are not being met.

8. Students who are one or more grade levels behind and have failed previously required

LEAP (or state mandated assessments) at least once.

9. Students in grades 4-12 who are seriously challenged and are at risk of dropping out of

school

The middle and high school curriculum will embrace the academic skills traditionally taught in basic course work of ELA, mathematics, science, social studies and physical education, vocational skills and social skills through a blended learning approach.

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Students may be promoted within the school year provided they show progress on benchmark assessments, attendance, discipline and with teacher/counselor and administrative recommendation. This can be accomplished through the SBLC process.

►Describe the LEA’s procedures for placement in adult education programs. The East Baton Rouge School System is committed to providing an academic education program to adults to help them upgrade their skills in reading, mathematics, and language that could result in obtaining a Louisiana High School Equivalency Diploma. In addition, the East Baton Rouge Adult Education Program is committed to providing basic skills remediation and enrichment help to adults possessing a high school education who are in need of these services. (Bulletin 741, Rev. June 2000)

Criteria for Selection The adult programs are provided for persons eighteen (18) years of age or older or sixteen (16) or seventeen (17) years of age with an approved Louisiana Community and Technical College System (LCTCS) Waiver Request. Program Format

a. The students enrolled in the adult academic program will not address the Louisiana Minimum Competency Standards.

b. There are 12 adult-learning centers strategically located within the parish. c. The eligible student may enter, enroll, and exit the program at any time during the

calendar year. d. The student attends the learning center when it is convenient for him/her. (Exceptions apply for 16 and 17 year old students.)

e. The adult learning center concept subscribes to individualized instruction based upon the student’s needs, and permits the student to establish a learning pace commensurate with ability and rate of attendance. Small group instruction and managed enrollment classes are also available.

f. To qualify for the High School Equivalency Test (HiSET), an individual shall be 19 years of age or above. Individuals 18 years of age and 16 or 17years of age with an approved age waiver may qualify for the HiSET Test by taking the official Half Length Practice Test and scoring a minimum of 8 on each part with an average of 45.

g. Individuals who achieve a standard score of 8 or above on the five (5) parts of the HiSET Test and an average of 45 on total battery are awarded a Louisiana High School Equivalency Diploma.

IX. 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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►Describe the LEA’s policies on due process procedures for teachers, students and parents as related to student placement for the following:

o Regular education students o Students with disabilities o Section 504 students

Procedures for Review of Educational Placements

Due Process is used when a parent or a member of the School Building Level committee disagrees with consensus of the SBLC.

A parent, teacher or student of legal age who questions the SBLC determination of educational placement for the student should contact the principal. The placement and the reasons for that placement should be thoroughly explained to the person who appeals. In addition, each evaluation procedure, test, record, report, or other relevant factor used as a basis for the proposed placement decision made for the student, that party has the right to request in writing a hearing on this issue. The written request must be made within the ten (10) working days of the conference with the principal and shall be mailed or delivered to the principal to forward this written request for review to the Superintendent’s designee who shall conduct the hearing and serve as hearing officer.

The hearing shall be held within the ten (10) working days of the receipt by the school principal of the request for review, at a time that is convenient to both the parents and the school personnel. Upon mutual consent, this time period may be extended.

The parents and the school personnel have the right to ask questions of persons who make presentations to the hearing officer at the hearing.

At the conclusion of this hearing, the hearing officer shall not render a decision immediately, but shall instead adjourn the hearing and tell all parties that they will receive from him/her a written decision at a later date. Within ten (10) working days after the conclusion of the hearing, the hearing officer shall render this written decision.

The written decision shall be sent by certified mail to the parent and shall include, at least the following information:

The name, school, and grade level of the student involved

The educational placement proposed by the SBLC

The educational placement sought by the parents

The determination made by the hearing officer of the appropriate educational placement

The basis for the determination for that appropriate placement

If applicable, the parents’ right to ask for review of the decision and the steps involved therein.

If the parents are not satisfied with the decision of the hearing officer, they may write to the Superintendent of Schools, East Baton Rouge Parish School System, 1050

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South Foster Drive, Baton Rouge, LA 70806, and request that the decision be reviewed. The written request must be mailed or delivered to the superintendent within ten (10) working days following receipt by the parents of the decision of the hearing officer.

Within ten (10) working days following this meeting, the superintendent or a designee shall render a written decision. The written decision shall be sent by certified mail to the parents and shall include, at least, the following information.

The name, school, and grade level of the student involved

The determination made by the hearing officer of the appropriate educational placement of the student

The decision of the superintendent or designee on whether the determination made by the hearing officer should be allowed to stand, should be changed, or whether a new hearing should be conducted in order to consider matters not considered in the original hearing

The basis for that decision.

A copy of this decision should also be delivered to the school principal and/or the Superintendent’s designee who served as a hearing officer but need not be sent by certified mail.

The decision of the superintendent or a designee on this appeal of educational placement shall be final.

Prior to and during any stage of this review procedure, the parents shall have the right to inspect and review all records with the respect to the educational placement of their child. The custodian of these records may charge a fee for copies of said records that are made for the parents, if the fee does not effectively prevent the parents from exercising their right to inspect and review these records. (Regulations that apply: P.L.93-380 (Buckley Amendment) Section 10 of this Plan – Policies on Records and Reports.)

The principal or the teacher who disagrees with the SBLC determination has the same rights of due process and should follow the same procedures.

During the pending stage of this review procedure, the student shall be placed in the educational setting determined by the SBLC.

Regarding state mandated assessments, the district, through its superintendent, may apply for an appeal on behalf of individual students, provided the certain criteria are met as stated in state mandated assessment guidelines and high stakes testing policy.

In the case of a student with a disability or exceptionality, the due process procedures must be consistent with those described in Regulations for Implementation of the Children with Exceptionalities Act (R.S. 17:1941 et seq.).

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

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SECTION III LOCAL POLICIES

The Pupil Progression Plan is the comprehensive plan developed and adopted by each LEA. The plan is based on student performance on the Louisiana Educational Assessment Program and is aligned to state laws and BESE policies. Add any local pupil placement and progression policies in this section (e.g. grading policies).

A. Policies on Records and Reports shall be aligned to Bulletin 741. Section §703. Student Records referenced below:

B. Each school shall keep records for the registration and attendance of students and shall maintain an up-to-date permanent cumulative record of individual students showing personal data and progress through school.

1. Student cumulative records shall continually be updated and, when applicable, contain the following:

a) name, gender, social security number or a state-assigned identification number, date of admission, and date of birth;

b) name and address of parents, legal guardian, and/or next of kin; c) language or means of communication, spoken or understood; d) a cumulative record of the student's progress through the curriculum; e) health history; f) student grades; g) attendance records; h) results of vision and hearing screening; i) all immunizations given in accordance with the requirements of the Office of Public

Health (OPH), Louisiana Department of Health and Hospitals (DHH) recorded on a cumulative health record;

j) scores on statewide assessments and scores on local testing programs and screening instruments necessary to document the local criteria for promotion;

k) information (or reasons) for student placement, including promotion, retention, and/or remediation and acceleration;

l) information on the outcome of student participation in remedial and alternative programs; and

m) a copy of the letter informing the parent of either the placement of the student in or the removal of the student from a remedial education program.

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2. The following are applicable to students eligible under IDEA or section 504:

a. records of parent/teacher conferences prior to referral to pupil appraisal; b. results of all educational screening information; c. educational interventions and their results; d. multi-disciplinary evaluation reports; e. a copy of the IEP, including least restrictive environment justification; f. a copy of the individualized accommodation program (IAP); g. a copy of the parent's written consent for the student to be moved from an alternative

to a regular placement program; h. documentation of contact with school building level committee prior to referral to pupil

appraisal; i. access sheet for special education confidentiality.

C. Each teacher shall be provided with a recording system in which the roster of each class taught shall be maintained and on which all data used to determine student progress shall be recorded.

D. Student records shall be reviewed regularly, and results shall be used for instructional planning, student counseling, and placement.

Additional Local Policy includes the following:

1. The local school system shall maintain permanent records of each student’s placement, K-12. Each record shall be maintained as a part of the student’s cumulative file.

2. Student records for the purposes of these Guidelines shall include the following:

Course grades;

Scores on the Louisiana Educational Assessment Program and/or state mandated assessments;

Scores on local testing programs and screening instruments necessary to document the local criteria for promotion;

Information (or reason) for student placement (See definition of placement.);

Documentation of results of student participation in remedial and alternative programs;

Special education documents, as specified in the approved IDEA-Part B, LEA application;

A copy of the letter informing the parent of either the placement of the student in or the removal of the student from a remedial program; and

A statement regarding written notification to the parent concerning retention and due process procedures. (Bulletin 741 §703)

Additional local policies that relate to the maintenance of records and reports that affect student promotion and/or retention are as follows:

Parents and guardians are guaranteed the right to inspect their children’s school records and correct any errors through formal and informal hearings. These parental rights are transferred to students at age 18. Parental request must be granted within five (5) working days. Parents also will be given a copy of any records they request, and in addition, schools must respond

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to requests by parents to interpret or explain items in students’ files. Social workers, school nurses, and other persons with “legitimate educational interest” in a child will be allowed to view and use the student’s records. Dissemination of information contained in a student’s file requires that parents must give written permission before a school can release information to outsiders who must present a picture ID. A student may gain access to his/her own records by submitting a request in writing from his/her parents that the student is allowed to examine it without a parent being present. This request should be submitted to the school counselor. Within five (5) working days from receiving the information request, the school must make available for inspection the information requested, and such inspection shall take place in the presence of qualified school personnel. When a student transfers to another school (outside the system), the receiving school will be afforded copies of the student’s records upon request. Records Available to Parents upon Request: a. Cumulative folder b. Test data card c. Immunization Records d. Report card e. Evaluation report

f. Records maintained in connection with East Baton Rouge Pupil Progression Plan. g. Disciplinary records maintained by each school separate from other educational records of a student and for that school year only h. Review of Disciplinary Action Form for identified exceptional students i. Individual Educational Program Placement/Instructional Document (IEP) j. LEAP and other state mandated assessment records k. Parent Remediation Refusal Form l. 504 Records

m. Individual student’s grades and attendance reports Procedure for Challenging Contents of Records:

Upon review of a student’s record(s), parents have the opportunity to request a hearing to ask for correction or deletion of any information in the file. The school principal or an appropriate designee will conduct the hearing(s).

At the hearing, parents will be given a “full and fair” opportunity to present their case and relevant evidence. The final decision will be delivered to the parents in writing within five (5) days subsequent the hearing. Parents who are dissatisfied with the hearing or the result of the hearing at the school level may appeal to the superintendent, through the administrative channels of the Office of Civil Rights, and if dissatisfied with decisions rendered by these agencies, seek redress through the appropriate court system. Transfer of Student Records: The forwarding of records including special education and eligible 504 records within the parish is mandatory and cannot be held for nonpayment of library fines, lunch fee, etc.

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The forwarding or 504 records is required to enable receiving schools to maintain necessary accommodation plans. All requests for Special Education records from out of the parish shall be channeled through the East Baton Rouge Parish Special Education Department. The East Baton Rouge Parish Special Education Department will be responsible for the forwarding of Special Education Records for students, currently or formerly served after receiving written parental permission. Discipline records for the current school year should be forwarded to the receiving school when a student transfers. Disciplinary documents are not to be housed in the cumulative folder.

Maintenance of Records and Reports: The following records and reports must be maintained for each student.

Course grades

Scores on the Louisiana Educational Assessment Program

Scores on local testing programs and the screening instrument necessary to document the local criteria for promotion and screening outlined in Act 1120

Information (or reasons) for student placement (see definition of placement)

Information on the outcome of student participating in remedial and alternative programs

Special Education documents as specified in the approved Individuals with Disabilities Education Act (IDEA)

A copy of the letter informing the parent of either the placement of the student in or the removal of the student from a remedial program on file

A copy of the parent’s written consent for either the placement of the student in or the removal of the student from alternative to regular placement on file

Documentation of the parent/guardian’s having been informed in writing of the decision to retain a student and of the system’s due process procedures relating to placement procedures (as defined in the system’s Pupil Progression Plan)

Documentation of SBLC procedures and actions regarding qualified students with disabilities under Section 504 of the Rehabilitation Act of 1973

Policies on Cumulative Records: These policies must be followed when recording, requesting, and sending student information:

Cumulative File

a. East Baton Rouge Parish Schools shall maintain permanent records of each student’s placement, K-12. Each record shall be kept as part of the student’s cumulative file. Handwritten information should be entered in black ink, unless otherwise indicated. Information should be current and legible.

b. Record Cards

1) Grades K-5 and new elementary students, a green folded FAMILY DATA, SPECIAL PROGRAM, and TEST INFORMATION card. MOI #(500-220-6350)

2) Grades 6-8 and new middle school students, a white SCHOLASTIC & TEST RECORD card. MOI # (500-22-6360)

3) Grades 9-12 and new high school students, a pink SCHOLASTIC & TEST RECORD card. MOI # (500-220-6370)

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Contents of Cumulative Records

a. Student Identification Number on outside of Cumulative Folder b. EBRPSS Student Registration and Data Verification Form (see Home Language

Survey questions) c. Family Information and Test Record Card. The Scholastic and Test Record Card

must be completed prior to sending it to the receiving school d. LEAP (state mandated assessment) scores and remediation records e. Students Health Record must be complete and kept up to date. See Immunization Policy f. Progress reports for elementary level and grade labels for middle and high school

showing course grades for each student g. Elementary Parent-teacher Conference Records (to be retained until the first

reporting period of the following year; discard prior to entrance in middle school) h. Middle School Parent-Teacher Conference Records (should be removed from the

cum folder prior to the beginning of the next school year) i. 504 Records j. Special Education documents k. Individual Graduation Plan l. A signed copy of the Parent Notification letter informing parents of ESL and

Sheltered Instructional services provided for identified LEP students. m. A copy of the letter informing parents of the placement of a student in a remedial

program, such as Language! n. A statement regarding written notification to parents concerning retention and due

process procedures. o. Homeless documentation

Requesting Records from Other Schools in East Baton Rouge Parish at the

beginning of the School Year: a. Pre-K through 4th grade records shall be sent upon receiving written requests to the requesting school within five (5) working days. Records from 5th through 12th Grades The feeder school list is obtained from Information Systems

1) Records may not be requested or sent until ten days after school opens of the current year. SPECIAL EDUCATION/504 RECORDS shall be sent during the summer when requested for scheduling purposes. If Special Education records or 504 records have not been requested before school begins, these records must be requested within the first 5 school days and received before the 10th school day.

2) One red line should be marked through the names of students who have not attended the first ten (10) days of school.

3) Names of the students whose names were not printed on the feeder list of the school attended last year should be added.

4) Regular record request forms for students from schools other than feeder schools should be used.

b. Feeder school must be sent a dated copy of the corrected feeder list form. (#2

and #3 of step a).

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c. A dated copy of the feeder list as submitted by the schools is to be kept at the school.

Sending Cumulative Records at the Beginning of the School Year:

a. Cum records for students whose names appear (without a red line) on the list by the requesting school should be collected.

b. If a record is NOT available and the student:

DID NOT ATTEND the previous year, a note should be made on a Data Processing printout request.

DID ATTEND the previous year, a cum record with the student’s name and SID number must be made. A note must be placed inside the folder as to why no information is available

c. A copy of the feeder list must be signed by the person sending the records along with the cum records to the school requesting them.

Sending Cumulative Records at Other Times during the Year: a. Schedules should be planned so that record requests are honored weekly. b. A list of records, the date they were sent, and the school, to which they were

sent, should be kept. The regular record forms for students who enter school after the original feeder

school lists have been sent to the appropriate schools are to be used.

B. Admission of International Exchange Program Students

This policy applies to international exchange program students from other countries that are sponsored by approved foreign exchange agencies. a. Agency requirements

Foreign exchange agencies must be registered with the district, must be listed by the Council for Standards on International Education Travel, and must be approved by the U.S. Department of State to qualify for J-1 Visas. (Visa must be from an Approved Exchange Student Organization that can issue J-1 Visas)

The contract used by the sponsoring agency between sponsor and student must be on file and approved by the Superintendent or his designee.

The sponsoring agency must have a local representative who resides within 50 miles of East Baton Rouge Parish, and who is available to meet with school personnel, the student, and the host family.

b. Student requirements

The exchange student must reside with a legal resident of East Baton Rouge Parish.

The student must possess a J-1 visa.

As of September 1 of the program year, the student must meet junior placement status.

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The student must not have received a high school diploma or its equivalent from his/her home school.

The student must have a cumulative grade point average of 2.0 or above for the previous two years of study.

As required by the International Exchange Agencies, the student must have sufficient knowledge of the English language to produce effective oral and written communication, to use instructional materials and textbooks printed in English, and to function in the regular education program without special services such as Special Education or English as a Second Language. A letter of recommendation from an English/language teacher endorsing the student’s proficiency in English must be included in the application materials.

An official transcript from the student’s home school must be sent to and received by the assigned East Baton Rouge Parish high school by August 1 of the student’s

attendance year in order to determine placement. 1) Student’s will be placed in grades according to Carnegie unit totals as indicated in

EBR Parish Pupil Progression Plan. 2) Students must meet all state and local requirements for graduation per Bulletin 741.

§2317. High Schools- E.) a. All exchange students must schedule English III (which includes the study of

American Literature), American History, and Civics. . b. By August 1 of the attending year, the student must present the following

documents to the attending school with a request to attend school in East Baton Rouge Parish:

J-1 visa

Health and immunization records

Evidence of health and accident insurance for duration of stay

The name, address, and phone numbers of the student’s own parents/guardians, the host family, and the local exchange program representative

Two character references from the home school

A notarized temporary custody agreement between the exchange student’s parents/guardian and the host family

c. Suspensions, Revocation, or Dismissal

Exchange organizations, host families, and/or exchange students found in non-compliance with the above policy of the East Baton Rouge Parish School Board are subject to having their relationship with the district terminated. Exchange students are subject to the same discipline policies to which regular students must adhere.

EBRPSS policy regarding International Exchange Program Students shall be in accordance with Title 22: Foreign Relations: PART 62—EXCHANGE VISITOR PROGRAM.

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C. Homeless Program The McKinney-Vento Act states that children and youth who lack “a fixed, regular, and adequate nighttime residence” will be considered homeless. 42 U.S.C. §11434A(2)(A). The mission of the Stewart B. McKinney-Vento Education for Homeless Children and Youth Program is to develop and maintain a comprehensive education program by coordinating resources and services for homeless individuals residing in any temporary living arrangements because of the lack of a fixed, regular, and adequate residence and to foster a climate wherein each homeless individual is positively received and neither stigmatized nor isolated. The McKinney-Vento Act requires schools to identify and remove all barriers to enrollment and retention in school for children and youth in homeless situations. 42 U.S.C.§§11432(g)(1)(I), (g)(7). Zero tolerance rules for absenteeism can be such barriers, particularly when they result in class failures, exclusion from school, or court involvement. Frequently, students in homeless situations will miss school due to their living situations. Absences caused by homelessness must not be counted against students, as this would create a barrier to enrollment and retention in school.

D. Dyslexia Program Students in general education who have been identified as “having characteristics of dyslexia” will receive instruction, a minimum of 150-minutes per week, in a specific Multisensory Structured Language Program

Upon request, the School Building Level Committee (SBLC) will gather data about the student demonstrating such characteristics and establish a profile of the total child from the standpoint of school and home to assess student for characteristics of dyslexia. An assessment plan shall be developed by the committee and documentation of the assessment plan, instructional interventions and strategies and subsequent activities shall be maintained in the student's cumulative records. Students in general education who have been identified as “having characteristics of dyslexia” will receive instruction, a minimum of 150-minutes per week, in a specific Multisensory Structured Language Program:

Regular class placement with Multisensory Structured Language Programming

Out-of-class placement in a Multisensory Structured Language Programming

Individual or small group instruction in Multisensory Structured Language Programming

A combination of these options or any additional arrangements that may be developed by the committee.

The following Instructional Methodology for Students with Characteristics of Dyslexia (Delivery of Instructional Content) may be implemented, and teachers shall be appropriately trained according to the criteria of the structured language programming.

Direct Instruction: an instructional approach that involves direct student-teacher interaction and diagnostic teaching

Simultaneous Multisensory: an instructional approach that uses a simultaneous Combination of internal learning pathways—visual, auditory, kinesthetic, and tactile—to achieve proficiency in language processing.

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Synthetic to Analytic Phonics: an instructional approach that teaches students the sounds of letters first and then combines or blends these sounds to crest words. (Analytic phonics uses prior knowledge of letters and their corresponding sounds to decode and form new words. Synthetic phonics teaches students the sounds of the letter first and then combines or blends these sounds to create words).

Systemic Delivery: an instructional approach in which material is organized and taught in a way that is logical and fits the nature of our language. It refers to the way sounds combine to form words and words combine to form sentences to represent knowledge. The ways are determined by a system of rules.

Sequential Delivery: an instructional approach, in which the learner moves step by step, in order, from simple, well-learned material to that which is more complex, as he or she masters the necessary body of language skills.

Cumulative Delivery: an instructional approach in which teaching is planned to meet the different needs of learners who are similar to each other, but no two exactly alike.

Automaticity of Performance: the fluent processing of information that requires little effort or attention as sight word recognition. Adequate practice with decodable text must be provided for mastery of skills and application of concepts.

If these reading and language difficulties substantially limit the learning process, students may be entitled to procedural safeguards under Section 504 of the Rehabilitation Act of 1973. These students may be eligible to receive classroom and testing accommodations and/or modifications in accordance with their Individualized Accommodation Plan (IAP). In addition, students exhibiting characteristics of dyslexia, who meet the criteria of “Specific Learning Disability” according to Bulletin 1508, Pupil Appraisal Handbook, may be served under special education. Accommodations and modifications will be addressed on the student’s Individualized Education Plan (IEP).

E. Transfer Policies for Students with Disabilities

1. The district will follow the procedures described in Bulletin 1706: Regulations for the Implementation of the Children with Exceptionalities Act for enrollment of a transferring student with disabilities.

a. IEPs for Students who Transfer from Public Agencies in the Same State. If a student

with a disability (who had an IEP that was in effect in a previous public agency within Louisiana) transfers to a new public agency within Louisiana, and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) shall provide a Free Appropriate Public Education (FAPE) to the student (including services comparable to those described in the student's IEP from the previous public agency), until the new public agency either: 1) adopts the student's IEP from the previous public agency; or 2) develops, adopts, and implements a new IEP that meets the applicable requirements in §320 through §324. (Note: refer to Bulletin 1706 §323)

b. IEPs for Students who Transfer from Another State. If a student with a disability (who

had an IEP that was in effect in a previous public agency in another state) transfers to a public agency in Louisiana, and enrolls in a new school within the same school

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year, the new public agency (in consultation with the parents) shall provide the student with FAPE (including services comparable to those described in the student's IEP from the previous public agency), until the new public agency: 1) conducts an evaluation pursuant to §305 through §307 (if determined to be necessary by the new public agency); and 2) develops, adopts, and implements a new IEP, if appropriate, that meets the applicable requirements in §320 through §324. (Note: refer to Bulletin 1706 §323)

c. The Interim IEP shall be developed for students who have severe or low incidence

impairments documented by a qualified professional concurrent with the conduct of an initial evaluation according to Bulletin 1508, Pupil Appraisal Handbook. In addition: 1) An interim IEP may also be developed for students who have been receiving special educational services in another state concurrent with the conduct of an initial evaluation; and 2) An interim IEP may also be developed concurrent with the conduct of an initial evaluation for a student out-of-school, including students ages three through five, who are suspected of having a disability and for former special education students, through the age of twenty-two, who have left a public school without completing their public education by obtaining a state diploma. (Note: refer to Bulletin 1530 §111)

Procedures for Interim IEPs. The department of Exceptional Student Service must be contacted when a student entering East Baton Rouge from an approved non-public or out of state school system claims to determine eligibility for special education services.

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APPENDIX A

Definition of Terms

A list of state terms as outlined in the Guidelines.

A list of terms used in the local plan. (Terms must be clearly defined; they will be used as the basis for interpretation of the components of the local plan.)

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 student" as identified according to Bulletin 1508.

2. Alternate Assessment-the substitute way of gathering information on the performance and progress

of students with disabilities who do not participate in typical state assessments.

3. Alternative to Regular Placement-placement of students in programs not required to address the

State Content Standards.

4. Content Standards-statements of what we expect students to know and be able to do in various

content areas.

5. LEAP Summer Remediation Program-the summer school program offered by the LEA for the

specific purpose of preparing students to pass the LEAP summer retest in English language arts, or mathematics.

6. Louisiana Educational Assessment Program (LEAP)-the state's testing program that

includes the grades 3, 5, 6, 7 and 9 Louisiana Norm-referenced Testing Program; the grades 4 and 8 Criterion-referenced Testing Program including English language arts, mathematics, social studies and science and the Graduation Exit Examination (English language arts, mathematics, written composition, science and social studies).

7. Promotion-a pupil's placement from a lower to a higher grade based on local and state criteria

contained in these Guidelines.

8. Pupil Progression Plan-"The 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 require the student's proficiency on certain test as determined by SBESE before he or she can be recommended for promotion."

9. Regular Placement-the 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.

10. Remedial Programs-programs designed to assist students including students with disabilities and

Non/Limited English Proficient (LEP) students, to overcome educational deficits identified through the Louisiana Education Assessment Program and other local criteria.

11. Remediation-see Remedial Programs.

12. Retention-non-promotion of a pupil from a lower to a higher grade.

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B. Local Terms

1. Academically Able – A student who maintains a grade of “C” or above

on grade level standards according to adopted textbooks and state curriculum guides in the content area in question. Indicators could include grade from the progress report, and standardized test scores.

2. Advanced Placement – A program sponsored by the College Board and Educational Testing Services to provide courses for academically able

students, that offers greater opportunities for individual progress and accomplishment. Students who score 3 or above on Advanced Placement

examinations may receive college credit for AP courses taken while they are still in secondary school.

3. BESE – Board of Elementary and Secondary Education 4. Bulletin 741 – Louisiana Handbook for School Administrators containing

regulations used in the administration of elementary, secondary, and adult education programs.

5. Carnegie Unit – Unit earned based on the successful completion of a High school level coursework in grades 9 – 12. 6. Credit – Term that means the same as Carnegie Unit

7. Criterion Referenced Test (CRT) – A summary test designed to measure how well a student meets the criteria of specific skills.

8. EBRPSS-East Baton Rouge Parish School System

9. ESS-Exceptional Student Services

11. Early College Admissions Program – A college program through which superior

high school students that have completed their junior year in high school may be allowed to enroll in regular college classes.

12. Grade Level or Above – A student who has exhibited proficiency on grade level

competencies with respect to a skill as indicated according to adopted textbooks and comprehensive curriculum and/ or common core state standards as grade appropriate. Indicators could include grades from progress reports, test scores, and state mandated test results.

13. GED (General Education Development Test) (also referred to as HiSet) – A

national test which high school persons who want to receive a high school equivalency diploma may take.

14. Individualized Educational Program (IEP) – A written program, which

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sets forth the approach, which will be taken to ensure that the child will be provided an appropriate, free public education. 15. LEA– Local education agency (East Baton Rouge Parish School Board)

16. PPP – Pupil Progression Plan

17. Proficiency Exam – An examination that will test the mastery of the

performance objectives in the state curriculum guide for a particular subject. Credit shall be granted on a pass (proficient) basis only.

18. Pupil Appraisal Handbook – A bulletin published by the State Department of Education, which defines the criteria for all exceptionalities recognized by the state of Louisiana. 19. Quality Points – Numerical value assigned to the letter grades earned by students when they successfully earn a credit or unit. Usually A=4, B=3, C=2, D=1, F=0.

20. Student’s Permanent Cumulative Record – The official record of the student’s work year by year throughout his/her school life, K-12. 21. System Level Committee – A committee composed of the School

Building Level Committee, appropriate central office administrator, a member of the PPP Committee of Educators representing the Instructional Services Team and a representative of Special Education, Bilingual, or other departments when applicable. The committee considers extraordinary cases in which the PPP policy is deemed not in the best interest of the student.

22. TASC – Truancy Assessment and Service Center 23. Weighted Credit/Weighted Quality Points – Numerical value assigned

to the letter grades “A”, “B”, or “C” earned by a student in honors, gifted, and Advanced Placement Courses. Quality points are issued as follows: A=5, B=4, C=3, D=1, F=0

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APPENDIX B

Part XXXIX. Bulletin 1566―Pupil Progression Policies and Procedures

Chapter 1. Purpose .................................................................................................................................... 69 §101. Foreword ..................................................................................................................................... 69

§103. Preface ........................................................................................................................................ 69 Chapter 3. General Procedure for Development; Approval and Revision of a Pupil Progression Plan ... 69

§301. Development of a Local Plan ..................................................................................................... 69 §303. Adoption Procedures .................................................................................................................. 70 §305. Submission Process .................................................................................................................... 70

Chapter 5. Placement Policies―General Requirements .......................................................................... 70 §501. State Requirements ..................................................................................................................... 70

§503. Regular Placement ...................................................................................................................... 71 §505. Other Placement Requirements .................................................................................................. 72 §507. Records and Reports ................................................................................................................... 72 §509. Local Options ............................................................................................................................. 72

§511. Legislative Guidelines ................................................................................................................ 73 §513. Local Testing Programs .............................................................................................................. 73

§515. Policies on Due Process .............................................................................................................. 73 Chapter 7. High Stakes Testing Policy ..................................................................................................... 73

§701. Promotion Standard .................................................................................................................... 73

§703. Retention ..................................................................................................................................... 73 §705. Supports for Students ................................................................................................................. 74

§707. Exceptions to High Stakes Policy ............................................................................................... 74 Chapter 9. Regulations for the Implementation of Remedial Education Programs Related

to the LEAP ............................................................................................................................ 76 §901. Preface ........................................................................................................................................ 76 §903. Legal Authorization .................................................................................................................... 76

§905. Definition and Purpose ............................................................................................................... 76 §907. Responsibilities of BESE ........................................................................................................... 77

§909. State Funding of Remedial Education Programs ........................................................................ 77 §911. Criteria for State Approval ......................................................................................................... 77 §913. Local Program Development and Evaluation ............................................................................. 78

§915. State Department of Education Responsibilities ........................................................................ 79 Chapter 11. Appendix A ......................................................................................................................... 79

§1101. Definition of Terms ................................................................................................................ 79

http://www.doa.la.gov/osr/lac/28v39/28v39.doc#_Toc272825252

































69

Title 28

EDUCATION

Part XXXIX. Bulletin 1566―Pupil Progression Policies and Procedures

Editor's Note: Bulletin 1566 was promulgated in LR 6:144 (April 1980), amended LR 11:685 (July 1985) and LR 16:766

(September 1990), promulgated LR 19:1417 (November 1993),

amended LR 24:2081 (November 1998). Historical notes will reflect activity on individual Sections from November 1999

forward.

Chapter 1. Purpose

§101. Foreword

A. This publication represents a forward step in the

implementation of a vital component of the Louisiana

Competency-Based Education Program. These policies and

procedures represent a cooperative effort of offices in the

Louisiana Department of Education (DOE), and educators

from across the state.

B. The DOE will continue to provide leadership and

assistance to school systems in an effort to attain a public

system of education that makes the opportunity to learn

available to all students on equal terms.

AUTHORITY NOTE: Promulgated in accordance with R.S.

17.7; R.S. 17:24.4.

HISTORICAL NOTE: Promulgated by the Board of Elementary

and Secondary Education, LR 25:2169 (November 1999), amended

LR 33:2061 (October 2007), 36:2001 (September 2010).

§103. Preface

A. "The goal of the public educational system is to

provide learning environments and experiences, at all stages

of human development, that are humane, just and designed to

promote excellence in order that every individual may be

afforded an equal opportunity to achieve his full potential"

(Preamble to Article VIII, Louisiana Constitution). This goal

statement from the Constitution suggests that public

elementary and secondary education is only a part of a

continuum of services that should be available to assist each

individual to identify and reach his/her own educational or

training goals as quickly and effectively as possible.

B. The amendment and enactment of the Louisiana

Competency-Based Education Program, Act 750, (R.S.

17:24.4) by the Louisiana State Legislature in Regular

Session during the summer of 1997, was the result of an ever-

increasing demand by Louisiana's taxpayers for a better

accounting of their educational dollars. This far-reaching

statute called for:

1. the establishment of a program for shared

educational accountability in the public educational system of

Louisiana;

2. the provision for a uniform system of evaluation of

the performance of school personnel;

3. the attainment of established goals for education;

4. the provision of information for accurate analysis of

the costs associated with public educational programs;

5. the provision of information for an analysis of the

effectiveness of instructional programs; and

6. the annual assessment of students based on state

content standards.

C. The Louisiana Competency-Based Program is based

on the premise that the program must provide options to

accommodate the many different learning styles of its

students. Every effort is being made to tailor the curriculum

to the needs of the individual student, including the student

with special instructional needs who subsequently needs

curricular alternatives. Such a practice enhances the

probability of success, since the student is provided with an

instructional program compatible with his individual learning

styles as well as with his needs.

D. The Louisiana State Legislature in Regular Session

during the summer of 1997 amended and reenacted R.S.

17:24.4(F) and (G)(1), relative to the Louisiana Competency-

Based Education Program, to require proficiency on certain

tests as determined by the state Board of Elementary and

Secondary Education (BESE) for student promotion and to

provide guidance relative to the content of pupil progression

plans.

E. The amended Sections relate state content standards

adopted for mathematics, English language arts, science, and

social studies, to the Louisiana Educational Assessment

Program (LEAP), and to the comprehensive pupil progression

plans of each of the local educational agencies.


17.7; R.S. 17:24.4.



LR 33:2061 (October 2007), LR 36:2001 (September 2010).

Chapter 3. General Procedure for

Development; Approval and Revision

of a Pupil Progression Plan

§301. Development of a Local Plan

A. Committee of Educators

1. The state Board of Elementary and Secondary

Education (BESE) and the DOE require assurances that the

local education agency (LEA) Supervisors of Elementary and

Secondary Education, Special Education, Career and

Technical Education, Adult Education, Title I, teachers and

principals and other individuals deemed appropriate by the

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local Superintendent are included in the development of the

parish pupil progression plan.

B. Committee of Parents

1. A committee representing the parents of the school

district shall be appointed by each city and parish school

board. Procedures shall be established whereby this

committee shall be informed of the development of the pupil

progression plan. Opportunities shall be provided for parents

to have input into the development of the local plan.

2. Due process and equal protection considerations

require the local board to include on the parent committee

representatives of various disability groups, racial,

socio-economic, and ethnic groups from the local district.

3. The local board shall provide staff support to the

parent committee.

C. The LEA shall keep on file a written description of the

method of selection, composition, function and activities of

the local committees.


17.7; R.S. 17:24.4.



LR 36:2002 (September 2010).

§303. Adoption Procedures

A. Initial Adoption by the Local School Board

1. Meetings of the local committees shall be conducted

within the legal guidelines of Louisiana's Open Meeting Law.

2. The local pupil progression plan shall be adopted at

a public meeting of the local board, notice of which shall be

published pursuant to the Open Meetings Law. It shall be

stated that once the plan has been adopted and approved, the

policies in the local plan shall be incorporated into the policies

and procedures manual of the local school board.

3. The statements defining the committee-selection

process and the pupil progression plan are public documents

that must be handled within the guidelines of the Public

Records Act.

B. Locally Initiated Interim Revisions

1. LEAs will comply with the same procedure as for

initial adoption by the local school board.

C. State Mandated Interim Revisions

1. School systems will be notified of any policy change

that will affect their currently approved pupil progression plan

within 15 working days after the Notice of Intent is passed by

BESE.

2. LEAs shall develop a procedure for informing the

public of the proposed policy change.

3. After final adoption as a rule by BESE, school

boards shall adopt and incorporate the state mandated policy

changes into their current pupil progression plan within 30

working days after notification of said changes.


17.7; R.S. 17:24.4; R.S. 42:4:2(A)(2); R.S. 44:1-42.


and Secondary Education, LR 25:2170 (November 1999), LR

36:2002 (September 2010).

§305. Submission Process

A. Upon adoption for submission by the local school

board, the plan along with a formal submission statement

shall be submitted annually to the Office of Student and

School Performance. Documentation of input in the plans

development by educators and parents as well as public notice

prior to local board approval and locally-initiated revisions

(including dates and locations) must be submitted.

1. Interim revisions: locally-initiated and state-

mandated.

a. Resubmission of the local board approved pages

is made to the DOE.

b. Signatures of the local school board president and

superintendent are required.

c. The revisions are incorporated into the pupil

progression plan at both the local and state level.

2. BESE shall certify that the plan includes the

requirements for students promoted to high school in the

career diploma pathway.


17.7; R.S. 17:24.4.



LR 27:188 (February 2001), LR 27:1517 (September 2001), LR

36:2002 (September 2010).

Chapter 5. Placement

Policies―General Requirements

§501. State Requirements

A. Each local pupil progression plan shall contain written

policies relative to regular placement and alternatives to

regular placement. Such policies must conform to the

requirements of these policies and procedures.

B. Based upon local school board policy pursuant to these

policies and procedures, each teacher shall, on an

individualized basis, determine promotion or placement of

each student. 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.

C. No school board member, school superintendent,

assistant superintendent, principal, guidance counselor, other

teacher, or other administrative staff members of the school

or the central staff of the parish or city school board shall

attempt, directly or indirectly, to influence, alter, or otherwise

affect the grade received by a student from his/her teacher.

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17.7; R.S. 17:24.4; R.S. 17:414.2.




§503. Regular Placement

A. Promotion―Grades K-12

1. Promotion from one grade to another for regular

students and students with disabilities shall be based on the

following statewide evaluative criteria.

a. Each plan shall include the school attendance

requirements.

b. Each plan shall include the course requirements

for promotion by grade levels.

c. Each plan shall include promotion requirements

for LEAP alternate assessment, level 1 (LAA 1) eligible

students aligned to policy contained in this bulletin.

d. Each plan shall include promotion requirements

for students with disabilities aligned to policies included in

Bulletin 1530Louisiana’s IEP Handbook for Students with

Exceptionalities.

e. Each plan shall include other applicable

requirements, including the high stakes policy requirements

for entering students in fifth or ninth grade.

B. Requirements for High School Students

1. Each plan shall include the following statements,

that:

a. for incoming freshmen prior to 2010-2011, in

addition to completing the required minimum number of 23

Carnegie units of credit as presented by BESE, the students

must pass the required components of the graduation exit

examination (GEE) in order to receive a high school diploma;

b. for incoming freshmen in 2010-2011 and beyond,

in addition to completing the required minimum number of

Carnegie units of credits as presented by BESE, students must

pass the required end-of-course tests to receive a high school

diploma;

c. beginning with the conclusion of the 2013-2014

school year, any first-time eighth grade student who does not

meet the passing standard set forth in §701 of this bulletin and

any student not eligible for any waiver pursuant to §707 of

this bulletin, after taking the state assessments in spring and

summer, may be placed on a high school campus in

transitional ninth grade;

d. at the conclusion of the 2014-2015 and 2015-2016

school years, LEAs shall follow the guidelines set forth in

§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 stable over time.

In the event that the percentage of an LEA’s eighth graders

placed in transitional ninth grade in 2015-2016 exceeds the

percentage of eighth graders in that LEA eligible for

transitional ninth grade at the conclusion of the 2013-2014

school year, the local superintendent of that LEA shall provide

a written justification to the state superintendent;

e. the decision to place a student in the transitional

ninth grade or to retain a student in the eighth grade shall be

made by the school in which the student is enrolled in the

eighth grade, in consultation with the student’s parents;

f. each LEA shall admit transitional ninth grade

students, subject to any admissions requirements approved by

the school’s governing authority or charter authorizer;

g. the following shall govern the transitional ninth

grade.

i. Students placed in the transitional ninth grade

shall participate in the summer remediation program offered

by the LEA and the summer retest.

ii. After one full year of transitional ninth grade,

students shall be included in the ninth grade graduation cohort

for high school accountability.

iii. Students enrolled in transitional ninth grade

shall receive remediation in any subjects in which they did not

score at or above proficient, as determined by BESE. A plan

outlining such remediation shall be included in the student’s

individual graduation plan.

iv. Students enrolled in transitional ninth grade

shall have opportunities to take career and technical education

courses and participate in any career training opportunities

included in a high school career pathway developed by a

consortium of LEAs, post-secondary colleges and

universities, and local business and industry, and approved by

the LDE.

v. Students enrolled in transitional ninth grade

shall receive dropout prevention and mentoring services

based on proven strategies to retain and graduate at-risk

students. The LDE shall make available to LEAs a list of

recommended strategies and technical assistance needed to

offer students such services.

C. Retention―Grades K-12

1. Retention of a student shall be based upon the

student's failure to meet the criteria established by local

boards for promotion and other criteria contained in these

policies and procedures.

D. Acceleration

1. Grades K-8

a. The local school board shall establish written

policies and procedures for the placement of students who

evidence that they will benefit more from the instructional

program at an advanced grade level.

2. Grades 9-12

a. The local school board shall follow the policies

and procedures established in Bulletin 741―Louisiana

72

Handbook for School Administrators, and other local

requirements for student acceleration.

E. Transfer Students

1. The local school board shall establish written

policies for the placement of students transferring from all

other systems and home schooling programs (public,

nonpublic, both in and out-of-state, and foreign countries).

a. Effective with the 2000-2001 school year, students

in grades 5 and 9 transferring to the public school system from

any in-state nonpublic school (state approved and

unapproved), any home schooling program or Louisiana

resident transferring from any out-of-state school shall be

required to pass the English language arts and Mathematics

portions of the LEAP placement test.

b. Schools can only make recommendations to

parents regarding student enrollment in kindergarten, since

kindergarten is not mandatory.


17.7 and R.S. 17:24.4.



LR 26:1433 (July 2000), LR 26:1576 (August 2000), LR 27:188

(February 2001), LR 27:1006 (July 2001), LR 27:1682 (October

2001), LR 29:123 (February 2003), LR 30:407 (March 2004), LR

31:1974 (August 2005), LR 31:3103 (December 2005), LR 33:2063

(October 2007), LR 34:2389 (November 2008), LR 36:2003

(September 2010), LR 40:765 (April 2014), LR 40:1332 (July 2014),

LR 40:2533 (December 2014), LR 41:1271 (July 2015).

§505. Other Placement Requirements

A. Progression―Students Participating in LEAP

Alternate Assessment (LAA1) or LEAP Alternate Assessment

Level 2 (LAA2)

1. Students with disabilities who participate in the

LEAP Alternate Assessments (LAA1 or LAA2) shall have

promotion decisions determined by the School Building Level

Committee.

B. Alternative Schools/Programs

1. The local school board may establish alternative

schools/programs/settings which shall respond to particular

educational need(s) of its students.

C. Review of Placement

1. Review of promotion and placement decisions may

be initiated by the local school board, superintendent and/or

parent or guardian.

2. Each local school board may adopt policies whereby

it may review promotion and placement decisions in order to

insure compliance with its local plan.

D. 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 LEA must assure that

these procedures do not contradict the due process rights of

students with disabilities as defined in the IDEA-Part B.


17.7; R.S. 17:24.4.



LR 26:1433 (July 2000), LR 27:189 (February 2001), LR 27:1683

(October 2001), LR 29:123 (February 2003), LR 30:409 (March

2004), LR 33:2063 (October 2007), LR 36:2004 (September 2010).

§507. Records and Reports

A. LEAs shall maintain permanent records of each

student's placement, K-12. Each record shall be maintained as

a part of the student's cumulative file.

B. Student records for the purposes of these guidelines

shall include:

1. course grades;

2. scores on LEAP;

3. scores on local testing programs and screening

instruments necessary to document the local criteria for

promotion;

4. information (or reason) for student placement (see

definition of placement);

5. documentation of results of student participation in

remedial and alternative programs;

6. special education documents as specified in the

approved IDEA-Part B, LEA application;

7. a copy of the letter informing the parent of either the

placement of the student in or the removal of the student from

a remedial program;

8. a statement regarding written notification to parent

concerning retention and due process procedures.


17.7.



LR 27:189 (February 2001), LR 27:1683 (October 2001), LR

36:2004 (September 2010).

§509. Local Options

A. In addition to the statewide mandatory criteria for

student placement, 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 Chapter

5, §501 and shall be submitted to the LDE as part of the local

pupil progression plan.

B. At the option of local school systems, the plans may

include other factors to be considered in pupil placements.

C. In conjunction with the enumerated legislated policies

and DOE directives, LEAs may include evaluative criteria in

their local pupil progression plans. If other criteria are used,

the pupil progression plan must so specify.


17.7; R.S. 17:24.4.

73



LR 36:2004 (September 2010).

§511. Legislative Guidelines

A. Local school systems are encouraged to develop local

criterion-referenced testing programs for local assessment

use.

B. Local criteria for K-12 must supplement the content

standards approved by the BESE.

C. Local criteria must be coordinated with statewide

curricular standards for required subjects, to be developed as

part of the competency-based education plan.

AUTHORITY NOTE: Promulgated in accordance with R.S. 17;

R.S. 17:24.4; R.S. 17:391.7(G).



LR 36:2005 (September 2010).

§513. Local Testing Programs

A. Student scores on local testing programs may be used

as additional criteria for determining pupil progression.

Additional skills may be specified and tested for mastery at

the local level as additional criteria for placement.

B. With reference to pupil placement, the local school

system shall state the name of the instrument and publisher of

other testing and screening programs to be used locally in

grades K-12 for regular and exceptional students.


17.7; R.S. 17:24.4.



LR 36:2005 (September 2010).

§515. Policies on Due Process

A. 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

assure that these procedures do not contradict the due process

rights of students with disabilities as defined in the IDEA-Part

B.


17.7.



LR 27:189 (February 2001), LR 27:1683 (October 2001).

Chapter 7. High Stakes Testing

Policy

§701. Promotion Standard

A. At the conclusion of the 2013-2014 school year, a

student who is a first-time fourth or eighth grader must score

at or above the basic achievement level on the English

language arts or mathematics components of the LEAP and at

or above the approaching basic achievement level on the other

(hereafter referred to as the passing standard) to be promoted

to the fifth or ninth grade, respectively.

1. LEAs may promote any first-time fourth grade

student who did not receive sufficient instruction needed to

achieve the passing standard on the transitional state

assessment, but who has demonstrated readiness for fifth

grade content through evidence of student learning, to the

fifth grade. Each LEA shall include guidance in its local pupil

progression plan outlining the evidence of student learning

used to make such promotion decisions, including but not

limited to performance on classroom assignments or

benchmark assessments.

2. LEAs may promote any first-time eighth grade

student who fails to achieve the passing standard to the

transitional ninth grade, pursuant to requirements set forth in

§503.B.1.c.

B. At the conclusion of the 2014-2015 and 2015-2016

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.

C. At the conclusion of the 2016-2017 school year and

beyond, a student who is a first-time fourth or eighth grader

must score at or above the proficient achievement level, as

determined by BESE, on the English language arts or

mathematics component of the LEAP and at or above one

achievement level below proficient, as determined by the state

board (hereinafter referred to as the passing standard) to be

promoted to the fifth or ninth grade.


17.7 and R.S. 17:24.4.


and Secondary Education, LR 36:2005 (September 2010), amended

LR 40:765 (April 2014), LR 41:1272 (July 2015).

§703. Retention

A. The decision to retain a student in the fourth grade

more than once as a result of his/her failure to achieve the

passing standard on the English language arts and

mathematics components of LEAP shall be made by the LEA

in accordance with the local pupil progression plan.

B. Eighth grade students who do not meet the promotion

standard after taking the eighth grade state assessments in

spring and summer may be placed on a high school campus

in the transitional ninth grade.

C. LEAs shall provide a fourth grade transitional program

for students meeting the minimum criteria.

1. The purpose of a fourth grade transitional program

is to provide a class setting to students who have

demonstrated the ability to benefit from a combination of

intensive fourth grade remedial work and fifth grade regular

coursework. Students in the transitional program may be able

to progress to the sixth grade the following year.

2. Minimum criteria for placement into a fourth grade

transitional program:

74

a. the student must score at the approaching

basic/approaching basic achievement level on the English

language arts and mathematics components of LEAP;

b. the student must have met all requirements for

promotion from the fourth grade as outlined in the local pupil

progression plan; and

c. the student must participate in both the summer

remediation program offered by the LEA and the summer

retest.

3. Minimum criteria for promotion to the sixth grade

from a fourth grade transitional program:

a. the student must be provided remediation in the

subject area(s) on which the student scored below basic on

LEAP as well as instruction in the fifth grade curriculum;

b. the student must score a minimum of

basic/approaching basic on English language arts and math

and a minimum of approaching basic/approaching basic on

science and social studies on the fourth grade LEAP; and

c. the student must have met all requirements for

promotion from the fifth grade as outlined in the local pupil

progression plan.

D. A student who has repeated the fourth grade and who

is 12 years old on or before September 30 may be promoted

according to the local pupil progression plan.


17.7 and R.S. 17:24.4.



LR 40:766 (April 2014).

§705. Supports for Students

A. Remediation

1. LEAs shall offer, at no cost, a minimum of 50 hours

per subject of summer remediation and retest opportunities in

English language arts and mathematics to students who did

not take the spring LEAP tests or who failed to meet the

passing standard. The LEA shall provide transportation to and

from the assigned LEAP remediation summer site(s) from, at

a minimum, a common pick-up point.

2. Students are not required to attend summer

remediation to be eligible for the summer retest.

3. Student with disabilities attending summer

remediation shall receive special supports as needed.

4. Students with disabilities who participate in LEAP

Alternate Assessment, Level 1 (LAA1), are not eligible to

attend the LEAP summer remediation programs.

B. School Year Support

1. A parent/student/school compact that outlines the

responsibilities of each party will be required for students in

grades 3, 4, 7, and 8 who have been determined to be at risk

of failing to achieve the passing standard, as well as for

students who were retained in grades 4 or 8.

2. In order to move students toward grade level

performance, LEAs shall design and implement additional

instructional strategies for students in grades 3, 4, 7, and 8

who have been determined to be at risk of failing to achieve

the passing standard, and for fourth and eighth grade students

being retained. The purpose of the additional instructional

strategies is to move the students to grade-level proficiency

by providing the following:

a. focused instruction in the subject area(s) on which

a student scored at the Approaching Basic and/or

Unsatisfactory level on iLEAP;

b. focused remediation for those fourth and eighth

grade students repeating the grade as a result of failing to

achieve the passing standard in ELA and/or math on the

LEAP;

c. ongoing instruction in the core subject areas using

curricula based on state-level content standards and the grade-

level expectations.


17.7 and R.S. 17:24.4.



LR 40:2533 (December 2014).

§707. Exceptions to High Stakes Policy

A. Mastery/Advanced Waiver. The LEA may waive the

state policy for students scoring at the Unsatisfactory level in

English language arts or mathematics, if the student scores at

the Mastery or Advanced level in the other, provided that:

1. the decision is made in accordance with the local

pupil progression plan, which may include a referral to the

School Building Level Committee (SBLC);

2. the student has participated in both the spring and

summer administrations of LEAP and has attended the

summer remediation program offered by the LEA (the student

shall participate in the summer retest only on the subject that

he/she scored at the Unsatisfactory level during the spring test

administration); and

3. parental consent is granted.

B. U/B Waiver—Eighth Grade. The LEA may waive the

state policy for eighth grade students scoring at the

Unsatisfactory level in English language arts or mathematics,

if the student scores at the basic level in the other, provided

that the following criteria are met:

1. the student scored approaching basic or above on the

science and social studies components of LEAP;

2. the student had an overall 2.5 grade point average on

a 4.0 scale;

3. the student had a minimum 92 percent attendance

during the school year;

4. the decision is made in accordance with the local

pupil progression plan, which may include a referral to the

School Building Level Committee (SBLC);

75

5. the student has participated in both the spring and

summer administrations of LEAP and has attended the

summer remediation program offered by the LEA (the student

shall participate in the summer retest only on the subject that

he/she scored at the Unsatisfactory level during the spring test

administration); and

6. parental consent is granted.

C. AB/AB Waiver—Eighth Grade. After the summer

retest, an LEA, through its superintendent, may consider a

waiver for an eighth grade student who has scored at the

Approaching Basic level on both the English language arts

and mathematics components of LEAP. The LEA may grant

the waiver in accordance with the local pupil progression plan

provided the following criteria are met.

1. The student has attended the LEAP summer

remediation program offered by the LEA, and has taken the

summer retest of the component(s) (English language arts

and/or mathematics) on which the student scored

Approaching Basic or below on the spring test.

D. Twenty Point Appeal—Fourth Grade. After the

summer retest, an LEA, through its superintendent, may

consider granting a waiver on behalf of individual students,

provided that all of the following criteria have been met.

1. The student's highest score in English language arts

and/or mathematics on either the spring or summer LEAP

must fall within 20 scaled score points of the cutoff score for

Basic.

2. The student shall have a 3.0 grade point average on

a 4.0 scale in the subject(s) for which the appeal is being

considered.

3. The student must have attended the LEAP summer

remediation program and have taken the LEAP retest.

4. The student must have met state-mandated

attendance regulations during the regular school year and any

locally mandated regulations during the summer remediation

program

5. The principal and the SBLC must review student

work samples and attest that the student exhibits the ability to

perform at or above the Basic achievement level in the subject

for which the appeal is being considered.

E. LEP Waiver. Limited English Proficient (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 fourth grade level is ineligible for a

waiver at the eighth grade level.

F. Extenuating Circumstances Waiver

1. An LEA, through its superintendent, may grant a

waiver on behalf of individual students who are unable to

participate in LEAP testing or unable to attend LEAP summer

remediation because of one or more of the following

extenuating circumstances as verified through appropriate

documentation:

a. a physical illness or injury that is acute or

catastrophic in nature;

b. a chronic physical condition that is in an acute

phase;

c. court-ordered custody issues.

2. Documentation

a. Physical Illness―appropriate documentation

must include verification that the student is under the medical

care of a licensed physician for illness, injury, or a chronic

physical condition that is acute or catastrophic in nature.

Documentation must include a statement verifying that the

illness, injury, or chronic physical condition exists to the

extent that the student is unable to participate in testing and/or

remediation.

b. Custody Issues―certified copies of the court-

ordered custody agreements must be submitted to the LEA at

least 10 school days prior to summer remediation or retesting.

3. Student Eligibility/Retest Requirements

a. Students who meet the criteria for extenuating

circumstances under the physical illness, chronic physical

condition, or court-ordered custody category related to LEAP;

and

b. who are unable to participate in both the spring

and the summer administration of LEAP; or

c. who failed to achieve the passing standard on the

spring administration of LEAP English language arts and

mathematics tests and are unable to participate in LEAP

summer retest:

i. shall take the Iowa Tests for grade placement

within 10 school days of returning to school, which may

include hospital/homebound instruction, in order to ensure the

appropriate level of instruction;

ii. must score at or above the cutoff score on the

selected form of the Iowa Tests for grade placement to be

promoted to the fifth or ninth grade; and

iii. are not eligible for a retest. These students may

be eligible for the other waivers in accordance with the local

pupil progression plan;

d. students who meet the criteria for extenuating

circumstances under the physical illness, chronic physical

condition, or court-ordered custody category related to LEAP;

and

e. who are unable to participate in the spring testing

and/or summer remediation, including the provision of

remediation through hospital/home-bound instruction, are

required to take the LEAP summer retest. These students may

be eligible for the other waivers in accordance with the local

pupil progression plan.

G. State-Granted Waiver

1. A local school superintendent, a parent or guardian,

or the DOE may initiate a request for a state-granted waiver

76

from the State Superintendent of Education on behalf of

individual students who are not eligible for promotion

because of LEA error or other unique situations not covered

under extenuating circumstances.

2. The DOE will provide a report to BESE detailing

state-granted waivers.

3. Documentation

a. LEA Error―the LEA superintendent or parent

must provide the State Superintendent of Education with

school- and student-level documentation detailing the error,

how the error occurred, and how the error will be corrected so

that it will not occur again in the future.

b. Other Unique Situations―documentation must be

provided to the State Superintendent of Education detailing

the unique situation and justifying why a waiver should be

granted.

4. Testing/Promotion Decisions

a. The DOE will communicate to the LEAs the

means for establishing promotional decisions for those

students who have received a state-granted waiver.

H. Students with Disabilities

1. Students with disabilities eligible under the

Individuals with Disabilities Education Act (IDEA)

participating in LEAP Alternate Assessment, Level 1 (LAA1)

or LEAP Alternate Assessment, Level 2 (LAA2), shall have

promotion decisions determined by the SBLC.


17.7; R.S. 17:24.4.



LR 40:2242 (November 2014).

Chapter 9. Regulations for the

Implementation of Remedial

Education Programs Related to the

LEAP

§901. Preface

A. The regulations for remedial education programs

approved by BESE provide for the development of local

remedial education programs by local education agencies.

B. The DOE shall recommend for approval by the BESE

only those local remedial education plans in compliance with

these regulations.


17.7; R.S. 17:24.4.




§903. Legal Authorization

A. R.S. 17:24.4(G) provides that those students who fail

to meet required proficiency levels on the state administered

criterion-referenced LEAP tests shall receive remedial

education programs that comply with regulations adopted by

BESE.

B. R.S. 17:394-400 is the established legislation for the

remedial education programs.


17.7; R.S. 17:24.4; R.S. 17:394-400.



LR 36:2007 (September 2010).

§905. Definition and Purpose

A. Definition

Remedial Education Programs―local programs

designed to assist students, including identified students with

disabilities, to overcome their educational deficits identified

as a result of the state's criterion-referenced testing program

for grades 4 and 8 and the GEE.

B. Purpose

1. The purpose of the Louisiana Remedial Education

Act is to provide supplemental funds for the delivery of

supplemental remedial instruction adapted for those eligible

students in the elementary and secondary schools of this state

as set forth in the city and parish school board pupil

progression plans. A program of remedial education shall be

put into place by LEAs following regulations adopted by the

DOE and approved by BESE pursuant to R.S. 17:24.4. All

eligible students shall be provided with appropriate remedial

instruction.

2. The intent of remedial educational programs is to

improve student achievement in the grade appropriate skills

identified as deficient on the state's criterion-referenced

testing program for grades 4 and 8 and the GEE.

3. Beginning in the summer of 2006, remediation in the

form of summer school shall be provided to both fourth and

eighth grade students who score at the Approaching Basic or

Unsatisfactory level on the LEAP English language arts

and/or mathematics tests. Summer remediation shall consist

of a minimum of 50 hours of instruction per subject.4.

Remediation shall be provided to students who score

at the Unsatisfactory level on the LEAP science and social

studies tests.

5. Remediation is recommended for fourth and eighth

grade students who score at the Approaching Basic level on

the LEAP science or social studies tests.

6. Beyond the goal of student achievement in grade

appropriate skills, additional goals are to give students a sense

of success, to prevent alienation from school, and to prevent

their early departure from school.


17.7; R.S. 17:24.4; R.S. 17:395; R.S. 17:396; R.S. 17:397.



LR 28:1189 (June 2002), LR 30:409 (March 2004), LR 31:1975

(August 2005), LR 33:2063 (October 2007), LR 36:2007 (September

2010).

77

§907. Responsibilities of BESE

A BESE shall perform the following functions in relation

to the remedial education program:

1. approve as a part of the Pupil Progression Policies

and Procedures (Bulletin 1566) the regulations for

development of local remedial education programs designed

to meet student deficiencies as identified through LEAP in

English language arts, written composition, mathematics,

social studies and science for the GEE and English language

arts, mathematics, science and social studies for LEAP;

2. approve remedial education programs submitted by

LEAs as a part of their local pupil progression plan;

3. approve qualifications/certification requirements for

remedial education teachers;

4. receive from the DOE an annual evaluation report on

local remedial education programs that meet the requirements

of R.S. 17:400(B);

5. approve the evaluation criteria developed by the

DOE for determining the effectiveness of remedial education

programs.


17.7; R.S. 17:24.4; R.S. 17:398; R.S. 17:399; R.S. 17:400.




§909. State Funding of Remedial Education Programs

A. Remedial education funds shall be appropriated

annually within the Minimum Foundation Program (MFP)

formula.

B. State remedial education funds shall be distributed to

the parish and city school boards according to the distribution

process outlined within the Minimum Foundation Program.

C. State funds for the remedial education program shall

not be used to supplant other state, local, or federal funds

being used for the education of such students. A plan for

coordination of all state, local and federal funds for

remediation must be developed by each LEA.

D. The use of state remedial education funds shall not

result in a decrease in the use for educationally deprived

children of state, local, or federal funds which, in the absence

of funds under the remedial education program, have been

made available for the education of such students.

E. For funding purposes, a student receiving remediation

in English language arts, mathematics, social studies and/or

science, shall be counted for each area in which remediation

is needed for the GEE and for English language arts and

mathematics for LEAP.

F. Students in the remedial education program are also

included in the student membership count for MFP funding

purposes.

G. The remedial education program shall be coordinated

with locally funded and/or federally funded remedial

education programs, but shall remain as a separate remedial

program.

H. If the DOE determines through its monitoring authority

that an LEA is not actually providing the type of remedial

education program that was approved through its pupil

progression plan or is not complying with state evaluation

regulations, the DOE shall recommend appropriate action

until such time as it is determined that the LEA is in

compliance with its approved pupil progression plan and with

state evaluation regulations.

I. The state and local funds expended in the program

shall be included in the instructional parameters for each city

or parish school board.


17.7; R.S. 17:24.4; R.S. 17:398; R.S. 17:399.




§911. Criteria for State Approval

A. Student Eligibility

1. Any public elementary or secondary student,

including a student with a disability participating in LEAP

who does not meet the performance standards established by

the DOE and approved by BESE, as measured by the state

criterion-referenced tests, shall be provided remedial

education.

2. The failure of students with disabilities to achieve

performance standards on the state criterion-referenced tests

does not qualify such students for special education extended

school year programs.

B. Teacher Qualifications

1. Remedial teachers shall possess the appropriate

certification/qualifications as required by BESE.

2. LEAs may employ an instructional paraprofessional

under the immediate supervision of a regularly certified

teacher to assist with the remediation. Paraprofessionals must

have all of the following qualifications:

a. must be at least 20 years of age;

b. must possess a high school diploma or its

equivalent; and

c. must have taken a nationally validated

achievement test and scored such as to demonstrate a level of

achievement equivalent to the normal achievement level of a

tenth grade student.

3. LEAs may employ educators already employed as

regular or special education teachers to provide remedial

instruction. These educators may receive additional

compensation for remedial instruction, provided the services

are performed in addition to their regular duties.

C. Program Requirements

1. Student Profile

78

a. The Remedial Education Student Profile for the

LEAP GEE, provided by the DOE shall be used by the LEA

for providing remediation for each eligible student.

2. Coordination with Other Programs

a. The school system shall assure that coordination

and communication occur on a regular basis among all who

provide instruction for a student receiving remedial

instruction.

3. Instruction

a. For the GEE, remediation shall be provided in

English language arts, mathematics, science, and social

studies. Students shall be offered 50 hours of remediation

each school year in each content area they do not pass.

b. Beginning in the summer of 2006, remediation in

the form of summer school shall be provided to both fourth

and eighth grade students who score at the Approaching Basic

or Unsatisfactory level on the LEAP English language arts

and/or mathematics tests. Summer remediation shall consist

of a minimum of 50 hours of instruction per subject.

c. Remediation shall be provided to students who

score at the Unsatisfactory level on the LEAP science, and

social studies tests.

d. Remediation is recommended for fourth and

eighth grade students who score at the Approaching Basic

level on the LEAP science or social studies tests.

e. Instruction shall include but not be limited to the

philosophy, the methods, and the materials included in the

Louisiana Comprehensive Curriculum or local curricula that

are based upon Louisiana content standards in mathematics,

English language arts, science and social studies.

f. Remedial methods and materials shall supplement

and reinforce those methods and materials used in the regular

program.

g. Each student achieving mastery criteria shall

continue receiving instruction for maintenance of grade

appropriate skills. The amount of instruction shall be based

upon student need.

D. Student Assessment

1. The LEAs shall develop, as part of their pupil

progression plans, mastery criteria based on the Louisiana

content Standards, Grade-Level Expectations (GLEs), and

local curricula based on these standards and GLEs.

2. For the GEE these mastery criteria shall be used in

determining the extent of student achievement in those grade

appropriate skills in English language arts, written

composition, mathematics, social studies, and/or science in

which he/she was found deficient.

3. For LEAP, these mastery criteria shall be used in

determining the extent of student achievement in those grade

appropriate skills in English language arts, mathematics,

science and social studies.

4. LEAs shall describe the methods used to measure

student achievement of these criteria.


17.7; R.S. 17:24.4; R.S. 17:395; R.S. 17:397; R.S. 17:398.



LR 27:189 (February 2001), LR 30:409 (March 2004), LR 31:1975

(August 2005), LR 33:2064 (October 2007), LR 36:2008 (September

2010).

§913. Local Program Development and Evaluation

A. Each LEA shall develop annually a remedial education

program as part of its pupil progression plan, which complies

with the established regulations adopted by the DOE and

approved by BESE pursuant to R.S. 17.24.4.

B. The remedial education plan shall describe all remedial

instruction and proposals for program improvement.

Proposals shall include a narrative that shall incorporate the

following:

1. program objective;

2. student population to be served and the selection

criteria to be used;

3. methodologies, materials, and/or equipment to be

used in meeting the remediation needs;

4. brief description of the remedial course;

5. plan for coordination of state, federal, and local

funds for remediation;

6. procedure for documenting student's and parent(s)

refusal to accept remediation;

7. evaluation plan encompassing both the educational

process and the growth and achievement evidenced of

students.

C. The remedial program shall be based on performance

objectives related to educational achievement in grade

appropriate skills addressed through the statewide content

standards for required subjects, and shall provide

supplementary services to meet the educational needs of each

participating student.

D. Each LEA shall adhere to the remedial education plan

as stated in its approved pupil progression plan and shall

provide services accordingly.

E. Each LEA shall include within the remedial education

plan a summary of how state, federal, and local funds

allocated for remediation have been coordinated to ensure

effective use of such funds.

F. Each LEA shall maintain a systematic procedure for

identifying students eligible for remedial education.

G. Each LEA shall offer remediation accessible to all

students. Refusal to accept remediation by student and

parent(s) must have written documentation signed by student

and parent(s).

79

H. A list of all students eligible for remediation shall be

maintained at the central office level with individual school

lists maintained at the building level.

I. Each LEA shall participate in the evaluation of the

Remedial Education Program conducted by the DOE.

J. Evaluation

1. Each LEA shall complete an annual evaluation of its

program, using the approved DOE guidelines, and shall

submit the evaluation report to the State Superintendent by

July 15 of each year. The evaluation plan shall include

specific means to examine and document:

a. student performance;

b. coordination with other programs;

c. instruction.

2. The evaluation shall be conducted as described in the

local evaluation plan.

K. Annually, prior to October 15, each LEA shall report to

the public the results of its efforts to provide a remedial

education program and the results of the monitoring review

submitted by the State Superintendent.


17.7; R.S. 17:24.4; R.S. 17:395; R.S. 17:397; R.S. 17:399; R.S.

17:400.



LR 27:190 (February 2001), LR 36:2009 (September 2010).

§915. State Department of Education Responsibilities

A. The DOE shall be responsible for reviewing plans,

monitoring implementation, and evaluating the remedial

education programs of the LEA.

B. The State Superintendent of Education shall prepare an

annual report for submission to the BESE and the Joint

Committee on Education of the Louisiana Legislature which

shall contain:

1. the number of students participating in remedial

education programs; and

2. the level of student achievement.

C. The DOE shall provide guidelines for local evaluation

of programs, shall review the local evaluation plans, shall

monitor the implementation of remedial education plans, and

shall receive and approve evaluation reports.

D. Within 60 days of receipt of the evaluation report from

the local school system, the DOE shall submit to each local

school system an analysis of the system's evaluation report

and the DOE’s monitoring results (Board Policy).

E. The DOE shall provide technical assistance to the city

and parish school boards which shall include:

1. assistance with development of the remedial section

of the pupil progression plan;

2. assistance with staff development;

3. assistance with the use of appropriate department

forms;

4. assistance with program implementation; and

5. assistance with conducting local evaluations.


17.7; R.S. 17:24.4; R.S. 17:400.


and Secondary Education, LR 25:2176 (November 1999), amended LR 36:2010 (September 2010).

Chapter 11. Appendix A

§1101. Definition of Terms

A. As used in this bulletin, the terms shall be defined as

follows.

1. State Terms

Acceleration―advancement of a pupil at a rate faster

than usual in or from a given grade or course. This may

include "gifted student" as identified according to Bulletin

1508.

Alternate Assessment―the substitute way of gathering

information on the performance and progress of students with

disabilities who do not participate in typical state assessments.

Alternative to Regular Placement―placement of

students in programs not required to address the State Content

Standards.

Content Standards―statements of what we expect

students to know and be able to do in various content areas.

LEAP Summer Remediation Program―the summer

school program offered by the LEA for the specific purpose

of preparing students to pass the LEAP summer retest in

English language arts, or mathematics.

Louisiana Educational Assessment Program

(LEAP)―the state's testing program that includes the grades

3, 5, 6, 7 and 9 Louisiana Norm-referenced Testing Program;

the grades 4 and 8 Criterion-referenced Testing Program

including English language arts, mathematics, social studies

and science and the Graduation Exit Examination (English

language arts, mathematics, written composition, science and

social studies).

Promotion―a pupil's placement from a lower to a

higher grade based on local and state criteria contained in

these Guidelines.

Pupil Progression Plan―the 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 BESE. A pupil progression plan shall require the student's

proficiency on certain test as determined by BESE before he

or she can be recommended for promotion.

Regular Placement―the assignment of students to

classes, grades, or programs based on a set of criteria

80

established in the pupil progression plan. Placement includes

promotion, retention, remediation, and acceleration.

Remedial Programs―programs designed to assist

students including students with disabilities and Non/Limited

English Proficient (LEP) students, to overcome educational

deficits identified through the Louisiana Education

Assessment Program and other local criteria.

Remediation―see remedial programs.

Retention―nonpromotion of a pupil from a lower to a

higher grade.

2. Local Terms

a. The definition of terms used in a local school

system plan must be clearly defined for use as the basis for

interpretation of the components of the plan.


17.7; R.S. 17:24.4.



LR 27:190 (February 2001), LR 31:1976 (August 2005), LR 33:2064

(October 2007), amended LR 36: 2010 (September 2010).

81

APPENDIX C Foreign Language Waiver Request

82

83

84

APPENDIX D

Graduation Requirements

85

86

87

88

89

90

91

APPENDIX E

92

EOC Tests Scale Score to Grade Scale Conversion Tables

Students enrolled in a course for which there is an EOC test must take the EOC test (Bulletin 741, Section 2318). The EOC test score shall count as a

percentage of the student’s final grade for the course. The percentage must be between 15 and 30 percent inclusive, and shall be determined by the local

district. The LDOE provides conversion tables to help districts factor the EOC tests scores into final course grades. The following table shows the

relationship among EOC achievement levels, scale scores, grade scale scores based on the uniform grading scale and the corresponding letter grade.

EOC Achievement

Level

EOC

Scale Score

Grade Scale

Score Grade

Alg

ebra

I Excellent 739-800 93-100 A

Good 700-738 85-92 B

Fair 668-699 75-84 C

Needs Improvement 648-667 67-74 D

600-647 0-66 F

En

glish

II

Excellent 739-800 93-100 A

Good 700-738 85-92 B

Fair 668-699 75-84 C


600-638 0-66 F

Geo

met

ry Excellent 731-800 93-100 A

Good 700-730 85-92 B

Fair 665-699 75-84 C


600-642 0-66 F

Bio

logy

Excellent 740-800 93-100 A

Good 700-739 85-92 B

Fair 661-699 75-84 C


600-638 0-66 F

En

glish

III

Excellent 741-800 93-100 A

Good 700-740 85-92 B

Fair 661-699 75-84 C


600-641 0-66 F

US

His

tory

Excellent 748-800 93-100 A

Good 700-747 85-92 B

Fair 665-699 75-84 C


600-646 0-66 F

The attached tables show the corresponding grade scale score for each EOC scale score. Each EOC test scale score is mapped onto a

93

grade scale score within each of the EOC achievement level ranges. The following is an example of how the conversion tables are used

to calculate the student’s final course grade:

David earned 89% in his Algebra I coursework, and had a scale score of 710 on his Algebra I test which placed him in the Good

achievement level. The EOC tests account for 20% of the final course grade in his district. According to the conversion table for

Algebra I on page 5, his EOC scale score 710 translates into a grade scale score of 87. His final course percentage is 87*0.20 +

89*0.80 = 88.6, which is a B. The EOC tests count for 20% of the final course grade in his district.

94

EOC Tests Scale Score to Grade Scale Conversion Tables ALGEBRA I - 93 85 75 67 0

EOC Achievement Level EOC SCALE SCORE GRADE SCALE SCORE GRADE

Excellent 800 100 A

Excellent 799 100 A

Excellent 798 100 A

Excellent 797 100 A

Excellent 796 100 A Excellent 795 99 A

Excellent 794 99 A

Excellent 793 99 A

Excellent 792 99 A


Excellent 789 99 A

Excellent 788 99 A

Excellent 787 99 A

Excellent 786 98 A

Excellent 785 98 A


Excellent 782 98 A


Excellent 779 98 A

Excellent 778 97 A

Excellent 777 97 A


Excellent 774 97 A Excellent 773 97 A Excellent 772 97 A

Excellent 771 97 A

Excellent 770 97 A

Excellent 769 96 A

Excellent 768 96 A

Excellent 767 96 A



Excellent 762 96 A


Excellent 759 95 A

Excellent 758 95 A

95

Excellent 757 95 A

96



Excellent 756 95 A

Excellent 755 95 A





Excellent 746 94 A

Excellent 745 94 A

Excellent 744 94 A

Excellent 743 93 A



Good 738 92 B

Good 737 92 B

Good 736 92 B

Good 735 91 B

Good 734 91 B

Good 733 91 B

Good 732 91 B

Good 731 91 B

Good 730 91 B

Good 729 90 B

Good 728 90 B

Good 727 90 B

Good 726 90 B

Good 725 90 B

Good 724 89 B

Good 723 89 B

Good 722 89 B

Good 721 89 B

Good 720 89 B

Good 719 89 B

Good 718 88 B

Good 717 88 B

Good 716 88 B

Good 715 88 B

Good 714 88 B

97

Good 713 87 B



Good 712 87 B

Good 711 87 B

Good 710 87 B

Good 709 87 B

Good 708 86 B

Good 707 86 B

Good 706 86 B

Good 705 86 B

Good 704 86 B

Good 703 86 B

Good 702 85 B

Good 701 85 B

Good 700 85 B Fair 699 84 C

Fair 698 84 C Fair 697 83 C

Fair 696 83 C Fair 695 83 C

Fair 694 83 C

Fair 693 82 C

Fair 692 82 C

Fair 691 82 C

Fair 690 81 C

Fair 689 81 C

Fair 688 81 C

Fair 687 81 C

Fair 686 80 C Fair 685 80 C

Fair 684 80 C Fair 683 79 C

Fair 682 79 C Fair 681 79 C

Fair 680 78 C Fair 679 78 C

Fair 678 78 C Fair 677 78 C

Fair 676 77 C Fair 675 77 C

Fair 674 77 C Fair 673 76 C

Fair 672 76 C

Fair 671 76 C

98

Fair 670 76 C Fair 669 75 C

99


EOC Achievement Level EOC SCALE SCORE GRADE SCALE SCORE GRADE Fair 668 75 C

Needs Improvement 667 74 D Needs Improvement 666 74 D

Needs Improvement 665 73 D

Needs Improvement 664 73 D Needs Improvement 663 73 D Needs Improvement 662 72 D










Needs Improvement 649 67 D Needs Improvement 648 67 D Needs Improvement 647 66 F

Needs Improvement 646 65 F Needs Improvement 645 63 F


Needs Improvement 642 59 F Needs Improvement 641 58 F Needs Improvement 640 56 F Needs Improvement 639 55 F

Needs Improvement 638 53 F



Needs Improvement 632 45 F Needs Improvement 631 44 F Needs Improvement 630 42 F



100


101


EOC Achievement Level EOC SCALE SCORE GRADE SCALE SCORE GRADE Needs Improvement 624 34 F











102


ENGLISH II - 93 85 75 67 0

EOC Achievement Level EOC SCALE SCORE GRADE SCALE SCORE GRADE Excellent 800 100 A


Excellent 797 100 A

Excellent 796 100 A



Excellent 791 99 A

Excellent 790 99 A

Excellent 789 99 A

Excellent 788 99 A


Excellent 785 98 A

Excellent 784 98 A

Excellent 783 98 A

Excellent 782 98 A


Excellent 779 98 A

Excellent 778 97 A

Excellent 777 97 A

Excellent 776 97 A


Excellent 773 97 A

Excellent 772 97 A

Excellent 771 97 A

Excellent 770 97 A


Excellent 767 96 A

Excellent 766 96 A

Excellent 765 96 A


Excellent 761 96 A

Excellent 760 95 A

Excellent 759 95 A

Excellent 758 95 A

103

Excellent 757 95 A


ENGLISH II - 93 85 75 67 0











Good 738 92 B

Good 737 92 B

Good 736 92 B

Good 735 91 B

Good 734 91 B

Good 733 91 B

Good 732 91 B

Good 731 91 B

Good 730 91 B

Good 729 90 B

Good 728 90 B

Good 727 90 B

Good 726 90 B

Good 725 90 B

Good 724 89 B

Good 723 89 B

Good 722 89 B

Good 721 89 B

Good 720 89 B

Good 719 89 B

Good 718 88 B

Good 717 88 B

Good 716 88 B

Good 715 88 B

104

Good 714 88 B

Good 713 87 B


ENGLISH II - 93 85 75 67 0

EOC Achievement Level EOC SCALE SCORE GRADE SCALE SCORE GRADE Good 712 87 B

Good 711 87 B

Good 710 87 B Good 709 87 B Good 708 86 B

Good 707 86 B Good 706 86 B Good 705 86 B Good 704 86 B Good 703 86 B

Good 702 85 B

Good 701 85 B

Good 700 85 B

Fair 699 84 C Fair 698 84 C

Fair 697 83 C

Fair 696 83 C

Fair 695 83 C Fair 694 83 C

Fair 693 82 C

Fair 692 82 C Fair 691 82 C

Fair 690 81 C

Fair 689 81 C

Fair 688 81 C

Fair 687 81 C Fair 686 80 C

Fair 685 80 C

Fair 684 80 C

Fair 683 79 C

Fair 682 79 C

Fair 681 79 C Fair 680 78 C

Fair 679 78 C

Fair 678 78 C

Fair 677 78 C Fair 676 77 C Fair 675 77 C Fair 674 77 C

Fair 673 76 C

Fair 672 76 C

105

Fair 671 76 C

Fair 670 76 C

Fair 669 75 C

106


ENGLISH II - 93 85 75 67 0

EOC Achievement Level EOC SCALE SCORE GRADE SCALE SCORE GRADE Fair 668 75 C

Needs Improvement 667 74 D Needs Improvement 666 74 D Needs Improvement 665 74 D Needs Improvement 664 73 D



















107


108


ENGLISH II - 93 85 75 67 0

EOC Achievement Level EOC SCALE SCORE GRADE SCALE SCORE GRADE Needs Improvement 624 42 F Needs Improvement 623 40 F Needs Improvement 622 38 F Needs Improvement 621 36 F




Needs Improvement 612 21 F Needs Improvement 611 19 F Needs Improvement 610 17 F Needs Improvement 609 16 F Needs Improvement 608 14 F


Needs Improvement 606 10 F Needs Improvement 605 9 F Needs Improvement 604 7 F Needs Improvement 603 5 F Needs Improvement 602 3 F


109


GEOMETRY - 93 85 75 67 0 EOC Achievement Level EOC SCALE SCORE GRADE SCALE SCORE GRADE

Excellent 800 100 A

Excellent 799 100 A

Excellent 798 100 A

Excellent 797 100 A

Excellent 796 100 A

Excellent 795 99 A

Excellent 794 99 A

Excellent 793 99 A


Excellent 789 99 A

Excellent 788 99 A

Excellent 787 99 A

Excellent 786 99 A

Excellent 785 98 A

Excellent 784 98 A

Excellent 783 98 A

Excellent 782 98 A


Excellent 779 98 A

Excellent 778 98 A

Excellent 777 98 A

Excellent 776 98 A

Excellent 775 97 A


Excellent 771 97 A

Excellent 770 97 A

Excellent 769 97 A

Excellent 768 97 A

Excellent 767 97 A

Excellent 766 97 A

Excellent 765 96 A

Excellent 764 96 A

Excellent 763 96 A


Excellent 759 96 A

Excellent 758 96 A

110

Excellent 757 96 A



Excellent 756 96 A

Excellent 755 95 A

Excellent 754 95 A

Excellent 753 95 A

Excellent 752 95 A

Excellent 751 95 A

Excellent 750 95 A

Excellent 749 95 A

Excellent 748 95 A

Excellent 747 95 A

Excellent 746 95 A

Excellent 745 94 A

Excellent 744 94 A

Excellent 743 94 A

Excellent 742 94 A

Excellent 741 94 A

Excellent 740 94 A

Excellent 739 94 A

Excellent 738 94 A

Excellent 737 94 A

Excellent 736 94 A

Excellent 735 93 A

Excellent 734 93 A

Excellent 733 93 A

Excellent 732 93 A

Excellent 731 93 A

Good 730 92 B

Good 729 92 B

Good 728 92 B

Good 727 91 B

Good 726 91 B

Good 725 91 B

Good 724 91 B

Good 723 90 B

Good 722 90 B

Good 721 90 B

Good 720 90 B

Good 719 89 B

Good 718 89 B

Good 717 89 B

Good 716 89 B

Good 715 89 B

111

Good 714 88 B

Good 713 88 B



Good 712 88 B

Good 711 88 B

Good 710 87 B

Good 709 87 B

Good 708 87 B

Good 707 87 B

Good 706 86 B

Good 705 86 B

Good 704 86 B

Good 703 86 B

Good 702 85 B

Good 701 85 B

Good 700 85 B

Fair 699 84 C

Fair 698 84 C

Fair 697 83 C

Fair 696 83 C

Fair 695 83 C

Fair 694 83 C

Fair 693 82 C

Fair 692 82 C

Fair 691 82 C

Fair 690 82 C

Fair 689 81 C

Fair 688 81 C

Fair 687 81 C

Fair 686 81 C

Fair 685 80 C

Fair 684 80 C

Fair 683 80 C

Fair 682 80 C

Fair 681 79 C

Fair 680 79 C

Fair 679 79 C

Fair 678 78 C

Fair 677 78 C

Fair 676 78 C

Fair 675 78 C

Fair 674 77 C

Fair 673 77 C

Fair 672 77 C

112

Fair 671 77 C

Fair 670 76 C

Fair 669 76 C

113



Fair 668 76 C

Fair 667 76 C

Fair 666 75 C

Fair 665 75 C Needs Improvement 664 74 D

































114


115
























116


BIOLOGY - 93 85 75 67 0 EOC Achievement Level EOC SCALE SCORE GRADE SCALE SCORE GRADE

Excellent 800 100 A

Excellent 799 100 A

Excellent 798 100 A

Excellent 797 100 A

Excellent 796 100 A

Excellent 795 99 A

Excellent 794 99 A

Excellent 793 99 A


Excellent 789 99 A

Excellent 788 99 A

Excellent 787 98 A

Excellent 786 98 A

Excellent 785 98 A

Excellent 784 98 A

Excellent 783 98 A

Excellent 782 98 A


Excellent 779 98 A

Excellent 778 97 A

Excellent 777 97 A

Excellent 776 97 A

Excellent 775 97 A


Excellent 771 97 A

Excellent 770 96 A

Excellent 769 96 A

Excellent 768 96 A

Excellent 767 96 A

Excellent 766 96 A

Excellent 765 96 A

Excellent 764 96 A

Excellent 763 96 A


Excellent 759 95 A

Excellent 758 95 A

117

Excellent 757 95 A

118



Excellent 756 95 A

Excellent 755 95 A

Excellent 754 95 A

Excellent 753 95 A

Excellent 752 94 A

Excellent 751 94 A

Excellent 750 94 A

Excellent 749 94 A

Excellent 748 94 A

Excellent 747 94 A

Excellent 746 94 A

Excellent 745 94 A

Excellent 744 93 A

Excellent 743 93 A

Excellent 742 93 A

Excellent 741 93 A

Excellent 740 93 A

Good 739 92 B

Good 738 92 B

Good 737 92 B

Good 736 91 B

Good 735 91 B

Good 734 91 B

Good 733 91 B

Good 732 91 B

Good 731 91 B

Good 730 90 B

Good 729 90 B

Good 728 90 B

Good 727 90 B

Good 726 90 B

Good 725 89 B

Good 724 89 B

Good 723 89 B

Good 722 89 B

Good 721 89 B

Good 720 89 B

Good 719 88 B

Good 718 88 B

Good 717 88 B

Good 716 88 B

Good 715 88 B

Good 714 88 B

119

Good 713 87 B



Good 712 87 B

Good 711 87 B

Good 710 87 B

Good 709 87 B

Good 708 86 B

Good 707 86 B

Good 706 86 B

Good 705 86 B

Good 704 86 B

Good 703 86 B

Good 702 85 B

Good 701 85 B

Good 700 85 B

Fair 699 84 C

Fair 698 84 C

Fair 697 84 C

Fair 696 83 C

Fair 695 83 C

Fair 694 83 C

Fair 693 83 C

Fair 692 82 C

Fair 691 82 C

Fair 690 82 C

Fair 689 82 C

Fair 688 81 C

Fair 687 81 C

Fair 686 81 C

Fair 685 81 C

Fair 684 80 C

Fair 683 80 C

Fair 682 80 C

Fair 681 80 C

Fair 680 80 C

Fair 679 79 C

Fair 678 79 C

Fair 677 79 C

Fair 676 79 C

Fair 675 78 C

Fair 674 78 C

Fair 673 78 C

Fair 672 78 C

Fair 671 77 C

120

Fair 670 77 C

Fair 669 77 C

121



Fair 668 77 C

Fair 667 76 C

Fair 666 76 C

Fair 665 76 C Fair 664 76 C

Fair 663 75 C

Fair 662 75 C

Fair 661 75 C






























122


123
























124


ENGLISH III - 93 85 75 67 0 EOC Achievement Level EOC SCALE SCORE GRADE SCALE SCORE GRADE

Excellent 800 100 A

Excellent 799 100 A

Excellent 798 100 A

Excellent 797 100 A

Excellent 796 100 A

Excellent 795 99 A

Excellent 794 99 A

Excellent 793 99 A


Excellent 789 99 A

Excellent 788 99 A

Excellent 787 98 A

Excellent 786 98 A

Excellent 785 98 A

Excellent 784 98 A

Excellent 783 98 A

Excellent 782 98 A


Excellent 779 98 A

Excellent 778 97 A

Excellent 777 97 A

Excellent 776 97 A

Excellent 775 97 A


Excellent 771 97 A

Excellent 770 96 A

Excellent 769 96 A

Excellent 768 96 A

Excellent 767 96 A

Excellent 766 96 A

Excellent 765 96 A

Excellent 764 96 A

Excellent 763 96 A


Excellent 759 95 A

Excellent 758 95 A

125

Excellent 757 95 A



Excellent 756 95 A

Excellent 755 95 A

Excellent 754 95 A

Excellent 753 94 A

Excellent 752 94 A

Excellent 751 94 A

Excellent 750 94 A

Excellent 749 94 A

Excellent 748 94 A

Excellent 747 94 A

Excellent 746 94 A

Excellent 745 93 A

Excellent 744 93 A

Excellent 743 93 A

Excellent 742 93 A

Excellent 741 93 A

Good 740 92 B

Good 739 92 B

Good 738 92 B

Good 737 91 B

Good 736 91 B

Good 735 91 B

Good 734 91 B

Good 733 91 B

Good 732 91 B

Good 731 90 B

Good 730 90 B

Good 729 90 B

Good 728 90 B

Good 727 90 B

Good 726 90 B

Good 725 89 B

Good 724 89 B

Good 723 89 B

Good 722 89 B

Good 721 89 B

Good 720 88 B

Good 719 88 B

Good 718 88 B

Good 717 88 B

Good 716 88 B

Good 715 88 B

126

Good 714 87 B

Good 713 87 B



Good 712 87 B

Good 711 87 B

Good 710 87 B

Good 709 87 B

Good 708 86 B

Good 707 86 B

Good 706 86 B

Good 705 86 B

Good 704 86 B

Good 703 86 B Good 702 85 B

Good 701 85 B

Good 700 85 B

Fair 699 84 C

Fair 698 84 C

Fair 697 84 C

Fair 696 83 C

Fair 695 83 C

Fair 694 83 C

Fair 693 83 C Fair 692 82 C

Fair 691 82 C

Fair 690 82 C

Fair 689 82 C

Fair 688 81 C

Fair 687 81 C

Fair 686 81 C

Fair 685 81 C Fair 684 80 C

Fair 683 80 C

Fair 682 80 C

Fair 681 80 C

Fair 680 80 C

Fair 679 79 C

Fair 678 79 C

Fair 677 79 C

Fair 676 79 C

Fair 675 78 C

Fair 674 78 C Fair 673 78 C Fair 672 78 C

127

Fair 671 77 C

Fair 670 77 C

Fair 669 77 C

128



Fair 668 77 C

Fair 667 76 C

Fair 666 76 C

Fair 665 76 C Fair 664 76 C

Fair 663 75 C

Fair 662 75 C

Fair 661 75 C






























129


130
























131


US HISTORY - 93 85 75 67 0


Excellent 800 100 A

Excellent 799 100 A


Excellent 796 99 A

Excellent 795 99 A



Excellent 790 99 A

Excellent 789 99 A

Excellent 788 98 A

Excellent 787 98 A


Excellent 784 98 A

Excellent 783 98 A

Excellent 782 98 A

Excellent 781 97 A


Excellent 778 97 A

Excellent 777 97 A

Excellent 776 97 A

Excellent 775 97 A


Excellent 772 96 A

Excellent 771 96 A

Excellent 770 96 A

Excellent 769 96 A


Excellent 766 95 A

Excellent 765 95 A



Excellent 760 95 A

Excellent 759 94 A

Excellent 758 94 A

132

Excellent 757 94 A

133


US HISTORY - 93 85 75 67 0


Excellent 756 94 A

Excellent 755 94 A

Excellent 754 94 A

Excellent 753 94 A

Excellent 752 94 A

Excellent 751 93 A

Excellent 750 93 A

Excellent 749 93 A

Excellent 748 93 A

Good 747 92 B

Good 746 92 B

Good 745 92 B

Good 744 92 B

Good 743 91 B

Good 742 91 B

Good 741 91 B

Good 740 91 B

Good 739 91 B

Good 738 91 B

Good 737 91 B

Good 736 90 B

Good 735 90 B

Good 734 90 B

Good 733 90 B

Good 732 90 B

Good 731 90 B

Good 730 89 B

Good 729 89 B

Good 728 89 B

Good 727 89 B

Good 726 89 B

Good 725 89 B

Good 724 89 B

Good 723 88 B

Good 722 88 B

Good 721 88 B

Good 720 88 B

Good 719 88 B

Good 718 88 B

Good 717 88 B

Good 716 87 B

Good 715 87 B

Good 714 87 B

134

Good 713 87 B


US HISTORY - 93 85 75 67 0


Good 712 87 B

Good 711 87 B

Good 710 86 B Good 709 86 B

Good 708 86 B

Good 707 86 B

Good 706 86 B

Good 705 86 B

Good 704 86 B Good 703 85 B

Good 702 85 B

Good 701 85 B

Good 700 85 B

Fair 699 84 C

Fair 698 84 C Fair 697 83 C

Fair 696 83 C

Fair 695 83 C

Fair 694 83 C

Fair 693 82 C

Fair 692 82 C Fair 691 82 C

Fair 690 82 C

Fair 689 81 C

Fair 688 81 C

Fair 687 81 C

Fair 686 81 C Fair 685 80 C

Fair 684 80 C

Fair 683 80 C

Fair 682 80 C

Fair 681 79 C

Fair 680 79 C Fair 679 79 C

Fair 678 78 C

Fair 677 78 C

Fair 676 78 C

Fair 675 78 C

Fair 674 77 C Fair 673 77 C

Fair 672 77 C

Fair 671 77 C

135

Fair 670 76 C

Fair 669 76 C

136


US HISTORY - 93 85 75 67 0


Fair 668 76 C

Fair 667 76 C

Fair 666 75 C Fair 665 75 C


































137


138


US HISTORY - 93 85 75 67 0























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140

141

142

143

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2015-2016 Pupil Progression Plan

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