Plaquemines Parish School System Pupil Progression ... · race, religion, sex, or genetic information. Inquiries concerning the LDOE’s compliance with Title IX and other civil rights

Plaquemines Parish School System

Pupil Progression Policies and Procedures

Denis Rousselle

Superintendent 2015-2016

Superintendent Louisiana State Board of Elementary and Secondary Education

Mr. Charles E. Roemer

President

Sixth BESE District

Ms. Kira Orange Jones

Second BESE District

Dr. Lottie P. Beebe

Third BESE District

Ms. Mary Harris

Fourth BESE District

Mr. Jay Guillot

Fifth BESE District

Ms. Shan Davis

Executive Director

Ms. Carolyn Hill

Eighth BESE District

Ms. Connie Bradford

Member-at-Large

Dr. Judy Miranti

Member-at-Large

Ms. Jane Smith

Member-at-Large

Mr. James D. Garvey, Jr.

Vice President

First BESE District

Ms. Holly Boffy

Secretary-Treasurer

Seventh BESE District

The mission of the Louisiana Department of Education (LDOE) is to ensure equal access to education and to promote equal excellence

throughout the state. The LDOE is committed to providing Equal Employment Opportunities and is committed to ensuring that all its programs

and facilities are accessible to all members of the public. The LDOE does not discriminate on the basis of age, color, disability, national origin,

race, religion, sex, or genetic information. Inquiries concerning the LDOE’s compliance with Title IX and other civil rights laws may be directed

to the Attorney, LDOE, Office of the General Counsel, P.O. Box 94064, Baton Rouge, LA 70804-9064; 877-453-2721 or

[email protected]. Information about the federal civil rights laws that apply to the LDOE and other educational institutions is available

on the website for the Office of Civil Rights, USDOE, at http://www.ed.gov/about/offices/list/ocr/.

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Pupil Progression Plan

for

Plaquemines Parish School System

for

2015 - 2016

Submitted to Louisiana Department of Education

September 16, 2015 (Date Submitted)

TABLE OF CONTENTS

SECTION I – FORMAL SUBMISSION STATEMENT Formal Submission State …………………………………………………………………..……………………………………….1 LEA Contact Information ……….……………………………………………………………..…………………………………….2 Pupil Progression Plan Development Committee …………………………………………………………………….……...3-4 Public Notice ………………………………………………………………………………….…………………………………..…...5

SECTION II –STATE AND DISTRICT POLICIES

PLACEMENT POLICIES Kindergarten and First Grade Entrance and Screening Requirements …………………………..……….…….………..6-8 Transfer Students………………………………………………………………………………………………..………..…...8-14 Limited English Proficient (LEP) Students………………………………………………………………………………....14-18 Review of Placement……………………………………………………………………………………………….…..........18-19

ATTENDANCE POLICY ……………………………………………………………………………………………………………. 19

PROMOTION K – 8 ……………………………………………………………………………………………………………......…20 Requirements of the Louisiana Educational Assessment Program……………………………………………...……...20-24 High Stakes Testing Policy………………………………………………………………………………………....………..24-29 Elementary Program of Studies Requirements ……………………………………………...……….………….………..29-32

PROMOTION 9 – 12

Carnegie Credit Time Requirements……………………………………………………..………………………………...32-35 High School Graduation Requirements...…………………………………………………………………..……………...36-40

RETENTION POLICY...……………………………………………………………………………………………………...…...40-42

ACCELERATION……………………………………………………………………………………………………………..…...42-45 Early Graduation ………………...…………………………………………………………………………..……….……….…45

REMEDIATION.........................................................................................................................................................…...45-51

ALTERNATIVE SCHOOLS/PROGRAMS/SETTINGS..............................................................................................…..52-55

OTHER POLICIES AND PROCEDURES................................................................................................................…...55-56

SECTION III – LOCAL POLICIES Grading and Reporting Policies……………….…………………………………………………………………………….57-74 Act 833 Performance Criteria ……………………………………………………………………………………………….74-79 Documentation of Parent’s Refusal of Remediation……………...………………………………………...……………..…80 APPENDIX A – DEFINITION OF TERMS ……………………………………………………………………………………..81-82 K-8 Promotion Checklist………………………………………………………………………………………………………..83-100

Waiver for Elementary-Level Foreign Language…………………………………………………………………….………101

PUPIL PROGRESSION PLAN

LEA CONTACT INFORMATION LEA Contact Person (Primary) Pam Munsterman Telephone Number (504) 595-6363 E-mail Address [email protected] If Applicable: LEA Contact Person (Secondary) Kenneth Petkovich Telephone Number (504) 595-6010 E-mail Address [email protected]

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mailto:[email protected]

Pupil Progression Policies and Procedures

Development Committee

Development of Local Plan

A. Committee of Educators

Plaquemines Parish School Board assures that the Committee of Educators met and studied the requirements of Bulletin 1566. This plan has met the approval of the appropriate committee and the Plaquemines Parish School Board.

B. Committee of Parents

In accordance with Act 750 of the Louisiana Legislature, the Plaquemines Parish School Board appointed a committee representative of the parents of the schools under the authority of the Pupil Progression Plan;

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C. List of Committee Members Committee of Educators: Markecia Barthelemy, Accountability and Data Specialist Laurie Carlton, High School Curriculum Coordinator Kayla Clark, Assistant Principal Alberta Cousson, Director of Secondary Education Robyn Cox, IEP Coordinator Sharoine Davis, Instructional Facilitator Paula Defley, Director of Special Education Holly Eiswirth, Counselor Patricia Haydel, Elementary Curriculum Coordinator Lindsey Lozes, Counselor Laura Martin, Assistant Principal Pam Munsterman, Director of Elementary Education Tonika Peavy, Principal Kenneth Petkovich, Title I Facilitator Maria Prout, Prinicipal Millicent Roussell, Counselor Bonnie Thomas, Title I Facilitator Kristie Williams, Principal Shelley Ritz, Principal Jemi Carlone, Principal Committee of Parents: Richelle Akers Mary Olsen Nicole Dodd Rachel Morgan Stacey Melling Rawind Abukhalil Nicole Barrois Michelle Robichaux Darilyn Turner Lavinia Harris Rachel Benoit Joni Parker Kawanna Ancar Cassandra Williams Meetings

Date Time Location

April 28, 2015 12:00 p.m. Woodland Central Office

June 1, 2015 9:00 a.m. Woodland Central Office

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Public Notice

A copy of the revised Pupil Progression Policies and Procedures handbook was placed in the Plaquemines Parish School Board’s Woodland Central Office location for public viewing and comments. Notice of this placement was made available to the public through distribution of flyers throughout the community and posting of public notice on the front door of the Plaquemines Parish School Board’s Woodland Central Office. The Pupil Progression Policies and Procedures handbook was available from June 22 – July 16, 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.) To enter first grade, students who did not attend a full day kindergarten for a full academic year must be:

administered and satisfactorily pass the Plaquemines Parish Academic Readiness Assessment.

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.)

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b. Each local educational governing authority, by rule, may provide for a childof younger age to enter kindergarten, provided that such child has been evaluated and identified as gifted in accordance with the regulations of the DOE for such evaluation. Any child admitted to kindergarten pursuant to this paragraph shall be eligible to enter first grade upon successful completion of kindergarten, provided all other applicable entrance requirements have been fulfilled. (Bulletin 741 §1111 C.1.) ►Describe the LEA’s policy on early entrance into kindergarten for those students identified as gifted, if applicable. A student classified as "gifted" by the Plaquemines Parish Pupil Appraisal team in accordance with the guidelines outlined in The Louisiana Department of Education Pupil Appraisal Handbook may enroll at an early age to receive Special Education Services only. Such students may enroll in pre-kindergarten at age four or regular kindergarten upon reaching the age of five on or before September 30, of that calendar year. NO EXCEPTIONS shall be made at the local level for early entry in kindergarten for those who do not meet the eligibility criteria. (Grade skipping is prohibited.)

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. To enter first grade, students who are from out of state and did not attend a full day kindergarten for a full academic year must be:

administered and satisfactorily pass the Plaquemines Parish Academic Readiness Assessment

3. Each LEA shall require that every child entering kindergarten for the first time be given a nationally recognized readiness screening. The results of this screening shall be used in placement and for planning instruction. The pupil progression plan for each LEA shall include criteria for placement. (Bulletin 741 §325 C.)

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►Name the nationally recognized readiness screening instrument used for every child entering kindergarten for the first time. Plaquemines Parish uses the Developing Skills Checklist to screen all students entering kindergarten for the first time.

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.

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►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.

a. Students who participate in the spring administration only or summer administration only and do not achieve the High Stakes passing score are not eligible for the appeals process, waiver, or the policy override. These students are not eligible to take the placement test for these purposes of appeals process, waiver, or the policy override. b. Fifth and ninth grade students transferring into local school systems

who have not previously participated in state assessments are required to take the state-selected Placement Test.

c. Students taking the state-selected placement test are not eligible for

either a retest, waiver, or the appeals process. These students may be eligible for the policy override based upon a decision by the School Building Level Committee (SBLC).

d. The High Stakes Testing Policy and the local Pupil Progression Policies

and Procedures shall govern grade placement of students transferring to the local school system.

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

Students who transfer into 9th grade as a transitional student will be scheduled into the appropriate transfer courses. School year interventions and remediation for transfer students entering transitional 9th grade will include:

Enrollment in a high school remedial course in the subject area that proficiency was not met;

Opportunities to continue in 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;

Dropout prevention mentoring services; Customized counseling structures that includes academic and

behavioral support; Quality and variety of remediation support (face-to-face and online) in

areas of deficiency, based on individual students’ needs.

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

o Approved schools within the state (public/nonpublic)

A student transferring from a state-approved school shall be allowed credit for work completed at the former school. Diagnostic testing or additional assessment may be used to determine appropriate placement. When a student transfers from one school to another, it is the responsibility of the student/parent to have the following records transferred to the school counselor. Hand delivered copies of school records are helpful in the initial placement, but will not be official. 1. Copy of birth certificate with number

2. Copy of social security card/number

3. Copy of parent/guardian’s picture ID

4. Immunization records

5.Properly certified transcript showing the student’s academic units of credit

earned

6. Record of attendance

7. Any standardized test scores.

8. ACT/PLAN/EXPLORE Scores

9. IEP and evaluation (if applicable)

Students transferring from an approved non-public school within the state must take and pass the state-selected placement test before entering 5th or 9th grade.

o Approved out-of-state schools (public/nonpublic)

A student transferring from an out-of-state state-approved school shall be allowed credit for work completed at the former school. Diagnostic testing or additional assessment may be used to determine appropriate placement. When a student transfers from one school to another, it is the responsibility of the student/parent to have the following records transferred to the school counselor. Hand delivered copies of school records are helpful in the initial placement, but will not be official.

1. Copy of birth certificate with number



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4. Immunization records

5. Properly certified transcript showing the student’s academic units of

credit earned

6. Record of attendance

7. Any standardized test scores


Exceptional student’s interim placement must comply with Act 754 in Bulletins 1508 and 1706.

o Home Study and Unapproved schools (public/nonpublic)

Unapproved Schools

The principal of any approved school receiving a student from an unapproved school in or out-of-state should carefully investigate the composition of the unapproved school and its instructional program and determine the placement and/or credits for the student. The principal and/or superintendent may require the student to take an entrance exam on any subject matter for which credit is claimed. The school issuing the high school diploma shall account for all credits required for graduation, and its records must show when and where this credit was earned. When a student transfers from one school to another, it is the responsibility of the student/parent to have the following records transferred to the school counselor. Hand delivered copies of school records are helpful in the initial placement, but will not be official.

1. Copy of birth certificate with number 2. Copy of social security card/number 3. Copy of parent/guardian’s picture ID 4. Immunization records 5. Properly certified transcript showing the student’s academic units of credit

earned 6. Record of attendance 7. Grade levels for elementary 8. Name of academic courses taken 9. Record of grade equivalent 10. Units of credit earned for high school 11. High-stakes test scores (if applicable) 12. Standardized test scores (if applicable) 13. Name/address of last school attended 14. IEP and evaluation (if applicable)

The counselor or other school official should administer the local CRT for elementary grade placement or the final exam for each high school course for which credit is claimed. Students in grades 1-8 who score between 65% and 74% correct will be

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administered either the AIMS Web Reading Screener or the AIMS Web Math screener. Once all the data is gathered, the student will be referred to the SBLC. Students transferring from an unapproved school must take and pass the state-selected placement test before entering 5th or 9th grade. Home Study The local CRT will also be administered. Students in grades 1-8 who score between 65% and 74% correct will be administered either the AIMS Web Reading screener or the AIMS Web Math screener. Once all the data is gathered, the student will be referred to the SBLC. The secondary student shall receive credit for courses taken after a thorough evaluation of the student’s course(s) have been conducted at the local level. The student must pass a local level test or the previous year’s final exam(s) for the course(s) before credit or Carnegie units are granted to the student for advancement. (No exceptions shall be made to compensate for this policy.) Students transferring from home study program must take and pass the state-selected placement test before entering 5th or 9th grade. The principal, guidance counselor, and other school official utilizing this data along with other pertinent data, (prior report cards, and previous home study application) will determine the student’s placement and inform the parents as soon as all data have been reviewed. When a student transfers from a Home School Program, it is the responsibility of the student/parent to have the following records at the time of enrollment:

1. Copy of birth certificate with number



4. Copy of immunization records

5. Copy of State Department of Education letter of approval for home

schooling

6. Name of educational program (if applicable)

7. Copy of 4th and/or 8th grade state-mandated assessment scores (if

applicable)

8. Copy of standardized test scores (if applicable)

9. Name and address of last school attended

10. copy of academic records from last school attended


THE HOME STUDY PROGRAM SHALL NOT BE USED FOR GRADE SKIPPING.

NOTE: Parents’ guidelines from the State Department of Education clearly state “copies of the appropriate grade level test will be provided by the State Department of Education.”

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Parents with an approved Home School program are contacted by letter, by phone, through the local newspaper, and/or Cable Scan as to the date of and time of the state-mandated assessment administration and what arrangements should be made in order for the student to take the test.

NOTE: By local option, a student transferring from an unapproved school or a Home Study Program shall earn a minimum of twenty Carnegie units in a state-approved high school in the district to qualify for valedictorian or salutatorian honors

Student entering 5th or 9th grade Students transferring from a home study program must take and pass the state-selected placement test before entering 5th or 9th grade.

Names of the entrance tests used to determine grade placement

The local CRT will be administered in grades 1, 2 3, 5, 6, and 7. Students in grades 9, 10, 11, and 12 must pass a local level test or the previous year’s final exam(s) for the course(s) before credit or Carnegie units are granted to the student for advancement. (No exceptions shall be made to compensate for this policy.)

The procedure used for determining Carnegie credit for high school students

The secondary student shall receive credit for courses taken after a thorough evaluation of the student’s course(s) have been conducted at the local level. The student must pass a local level test or the previous year’s final exam(s) for the course(s) before credit or Carnegie units are granted to the student for advancement. (No exceptions shall be made to compensate for this policy.)

►List the placement test(s) administered to the above-mentioned transfer students, if applicable.

Transferring from an Approved School:

Students transferring from an approved non-public school within the state must take and pass the state-selected placement test before entering 5th or 9th grade.

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Transferring from an Unapproved School:

The counselor or other school official should administer the local CRT or the final exam for each course for which credit is claimed. Students transferring from an unapproved school must take and pass the state-selected placement test before entering 5th or 9th grade.

Transferring from Home-Schooling: The local CRT will also be administered. The student must pass a local level test or the previous year’s final exam(s) for the course(s) before credit or Carnegie units are granted to the student for advancement. Students transferring from home study program must take and pass the state-selected placement test before entering 5th or 9th grade.

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 “Home Language Survey” (mandatory) shall be used to determine the primary or home language of the student. Any student whose completed Home Language Survey indicates the use of a home language other than English must be screened for English language proficiency.

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.

A student whose home language is other than English shall be assessed for

oral proficiency, reading, writing and listening skills using the Language

Assessment Scales (LAS). English language learners in grades K – 12 that

do not score proficient in the four domains of the LAS are identified as limited

English proficient, LEP students are offered participation in the district’s ESL

program.

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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.

Placement for Limited English Proficient Students with Records

Elementary

If there is a discrepancy between chronological age and grade placement based on records and/or screening, the student should be placed in the appropriate grade level of his age-mates or no more than one grade level below chronological age/grade placement. A student who is fifteen years of age is placed in the ninth grade program. Secondary

Student transcripts should be evaluated and the student should be placed in the appropriate grade level based on credits earned. A student who is fifteen years of age or older is placed in the appropriate high school program of studies (9 – 12).

Placement for Limited English Proficient Students without Records

A LEP student entering the Plaquemines Parish School System without records shall be in the grade appropriate to his chronological age. To assist with this determination, the teacher must administer additional diagnostic tests. The principal in consultation with the ESL tutor, classroom teacher(s), and guidance counselor should make final grade placement, following a review of the student’s performance on tests. A student who is fifteen years of age or older who does not have official transcripts or records will be placed in the appropriate school program of studies (9 – 12) where he will work to complete the Board of Elementary and Secondary Education (BESE) requirements to receive a high school diploma.

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Instruction of LEP Students

Instruction to the extent necessary to provide students an education that leads to the attainment of English language proficiency and academic achievement shall be provided. All support services, including but not limited to, Title I, Migrant, and any other federally funded programs, shall be accessible to eligible LEP students. LEP students shall be provided a Sheltered English Program as their specialized language program. Teachers use clear, direct, simple English and scaffolding strategies to develop grade-level content-area knowledge, academic skills, and increased English proficiency. The regular classroom teacher has the primary responsibility of making the class work accessible to the student through modified methods. The district will make an effort to provide paraprofessional/tutors to assist teachers. LEP students shall be provided instructional programs, which foster their success in math, social studies, and literacy with a strong emphasis on oral language, comprehension, and vocabulary development.

Grading

Placement, grading, promotion, or retention of LEP students shall comply with established criteria in the Pupil Progression Plan. However, no LEP students shall be retained solely because of limited English proficiency.

Elementary

The LEP student who cannot comprehend the language of instruction should not be assigned failing grades in the content area subjects. He should, however, be assigned grades based on cooperation, effort, and participation in classroom assignments to the degree that his English language proficiency allows. The LEP grade description may be added to the report card. EXAMPLE: B/LEP would indicate a cooperation grade/effort/participation grade of B. If a LEP student is able to perform the skills in a particular subject, i.e., mathematics, he should be given an achievement, not a participation grade in that subject.

Secondary

In assigning grades for content courses, teachers should weigh end-of-semester or end-of-school-year assessments more heavily than those at the beginning. Course content should be simplified according to a LEP student’s English proficiency level. Evaluations of student progress should be made in terms of mastery of the state approved standards.

NOTE: If the student is receiving instructional modifications in the regular classroom and still making no attempt at course work, an F may be issued.

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Waiver for Limited English Proficient (LEP) Students

LEP students shall participate in the statewide assessments. The SBLC shall be granted the authority to waive the state’s grade promotion policy with the Superintendent’s approval 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.)

State Language Proficiency Assessment

All LEP students in kindergarten through grade 12 are assessed annually for English language proficiency using the state English Language Development Assessment. No LEP student is exempt from ELDA.

High School Graduation for LEP Students

LEP students must meet the same LEA high school requirements as English-only students.

Promotion of LEP Students

Promotion of LEP students shall comply with the Plaquemines Parish School System established criteria based on the student progress and mastery of skills in the content areas as well as in English proficiency.

Retention of LEP Students

NO student shall be retained solely because of a lack of English proficiency. LEP students shall not be placed in language dependent courses until a degree of proficiency in the English language is developed.

NOTE: The decision to promote or retain a LEP student shall be determined by a School Building Level Review Committee in consultation with the principal, grade-level teacher, and ESL teacher where applicable.

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. After exiting the program, LEP students will continue to be monitored by each school’s administrative team, along with the school counselor and the current classroom teacher. Criteria used for monitoring include interim reports, report cards, EOC, and state-selected assessment scores.

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

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

D. Review of Placement

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

2. Each local school board may adopt policies whereby it may review promotion

and placement decisions, in order to ensure compliance with its local plan (R.S. 17:24.4 G.).

►Describe the LEA’s policy that addresses how promotion and placement decisions are monitored periodically to determine that the LEA’s policies are being implemented uniformly across the system. Explain how, upon request, an individual, such as a parent, teacher, principal, superintendent, etc., could initiate an individual review. a. It shall be the responsibility of the local school principal to ensure that

promotion, retention, and placement policies are implemented in accordance to the PPP and that they are implemented in a uniform manner. Principals are also responsible for informing parents of the provisions of any changes to the PPP.

b. The following will be used by administrative teams and central office personnel to monitor PPP implementation:

o Orientation of teachers o Grade books o Walk-through observations o Formal observations o Review of assessments o Power School data and reports o Review of assignments o SBLC and RTI

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

c. Review of promotion/retention and placement decisions may be initiated by the local board, superintendent, principal, teacher, and/or parent or guardian. Grievances should be initiated at the school in question and directed to the principal. If the issue is not resolved, grievances should be addressed to the parish superintendent. The superintendent shall direct any and all unresolved problems to the board.

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)

1. In Plaquemines Parish elementary students (K-8) shall be in attendance a minimum of 166 (6.5 hour) days out of 176 school days. In order to receive grades, high school students cannot miss more than 5 days per semester per course. To receive grades in ½ credit courses, a student cannot miss more than 2 days per quarter per ½ credit course.

2. Students in danger of failing due to excessive absences may be allowed to make up missed time in class sessions held outside the regular class time. The make-up sessions must be completed before the end of the current semester and all other policies must be met.

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

11.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)

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12. 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)

13. 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)

14. 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)

15. 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)

16. 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)

17. 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)

18. Students eligible for services under Section 504 of the Rehabilitation Act of 1973 should have accommodations as noted on their individual accommodation plan (IAP).

19. 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.)

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20. 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.

Any first time fourth grade student will be placed in fifth grade if the following criteria is met:

Passes 3 out of 4 major subjects (ELA, Math, Science, Social Studies)

Meets attendance requirement

Achieves 75% correct on the local ELA and Math Criterion Reference Test

Any student not meeting the 75% passing standard in either ELA or Math but

meeting the first two criteria must attend summer remediation.

At the conclusion of summer remediation if the student has met summer

attendance requirements and meets the 75% passing standard on the local ELA

and/or Math retest, the student is promoted to the fifth grade.

If the student does not meet the 75% passing standard, but shows growth, the

student is referred to the School Building Level Committee (SBLC).

The SBLC will make placement decisions according to the criteria listed on the

4th grade promotion checklist. The student will either be retained in the 4th grade

or placed in 5th grade via the state transition waiver.

The SBLC consists of the principal, teachers, counselor, curriculum specialist,

parent and any other appropriate stakeholder.

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

student for the summer and school year.

Fourth grade students that do not meet the local criteria for passing will be provided a minimum of fifty hours per subject of summer remediation in English language arts and/or mathematics. School year interventions and remediation for non-proficient students include:

Develop and implement a RTI plan

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Provide collaboration opportunities for teachers with common students

Utilize individualized computer-based programs

Routine analysis of individual student data to monitor progress

►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.

Any first time eighth grade student will be considered proficient and placed in ninth grade if the following criteria are met:

Passes 3 out of 4 major subjects (ELA, Math, Science, Social Studies)

Meets attendance requirements

Achieves 75% correct on the local ELA and Math Criterion Reference Test

Any student not meeting the 75% passing standard in either ELA or Math, but meeting the first two criteria must attend summer remediation.

At the conclusion of summer remediation if the student has met summer attendance requirements and meets the 75% passing standard on the local ELA and/or Math retest, the student is promoted to ninth grade.

If the student does not meet the 75% passing standard, but shows growth, the student is referred to the School Building Level Committee (SBLC). The SBLC will make placement decisions according to the criteria listed on the 8th grade promotion checklist. The student will either be retained in 8th grade or placed in transitional 9th grade.

The School Building Level Committee may consist of the principal, teachers, counselor, curriculum specialist, parent/guardian, and any other appropriate stakeholder.

►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.

Eighth grade students who do not achieve the local criteria for passing will be provided a minimum of fifty hours of summer remediation in English Language Arts and/or Mathematics. During summer remediation, weekly counseling/monitoring sessions will be provided to students to help them succeed in their remediation efforts. Logs will be kept of visits. School year interventions and remediation for eighth grade students promoted to Transitional 9th grade will include:

Enrollment in a high school remedial course in the subject area that proficiency

has not been met.

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Opportunities to take any 9th grade-level course that are a 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;

Dropout prevention mentoring services;

Customized counseling structure that includes academic and behavioral support;

Quality and variety of remediation support (face-to-face- and online) in areas of

deficiency, based on individual students’ needs;

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

Role of the School Building Level Committee The role of the SBLC is to review a student's performance, using non-discriminatory criteria, on an individual basis, act as a screening vehicle for referrals, design educational interventions for students, conduct assessment of student needs, design and provide accommodations and modifications for students suspected of having disabilities, and recommend regular or modified instruction or placement decisions which will be in the best interest of the student. The SBLC may also request a waiver, override, or appeal a student’s retention status/placement as determined by state assessments providing guidelines as set by the LDE and the district are followed using the following parameters: The SBLC shall evaluate the student’s entire academic record including the following: years in the grade; total years retained; over-aged (two or more years older than peers); attitude and effort; course(s) grades; attendance; DIBELS results; state-selected assessment scores; 4th and 8th grade assessment scores/attended summer remediation; unit tests scores for reading/mathematics; local CRT results where applicable; Act 1120 screening results; MSL Program (Project READ, LANGUAGE) remediation; interventions; social maturity; 504 or special education status/recommendation;

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Students with Disabilities’ IEP and 504 student’s IAP; participation in extended day or extended year programs; chronic illness or other extenuating circumstances, and;

administrative placement in current or previous grade

The SBLC shall then make a recommendation for promotion or retention based on findings in the best interest of the student. For special education students, the IEP team will make recommendations according to Act 833.

NOTE: There are no provisions for promoting any student after October 1 in grades four and eight who participated in state-selected assessments. Pupil progression only occurs at the end of the school year and end of the summer school session. Extenuating circumstances will be reviewed by appropriate central office staff.

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’s procedure for determining if a 4th or 8th grade student will receive a AB/AB waiver from the High Stakes Testing Policy. (Bulletin 1566 §707 C.)

After the summer retest, a local school system, through its superintendent, may consider a waiver for a student provided that:

The student scored at the Approaching Basic level on both the ELA and math components of the state-mandated assessment.

The student attended summer remediation and retested in the components on which the student scored Approaching Basic or below on the spring test.

The student has met all requirements of the local pupil progression plan.

The student met mandated attendance regulations during summer remediation.

NOTE: Students who meet the criteria for a waiver must get an approval from the Superintendent for the promotion to the next grade.

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►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. A Student can only be retained once in the fourth grade provided the following are met:

The student must have attended summer remediation each year he or she did not meet the promotional standard and meet any required summer criteria. This means that the child must have attended summer remediation two times.

An SBLC should convene to discuss and decide student placement.

►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.)

These students will be promoted to the fifth grade. Remediation is required.

►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.) Appeals Process (Grade Four Only)

After the summer retest, a local school system, through its superintendent, may consider granting a waiver on behalf of individual fourth grade students provided that all of the following criteria have been met:

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 cut off score for Basic:

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:

The student must have attended the LEAP summer school and taken the LEAP retest;

The student must have met the state mandated attendance 25

requirements during the regular school year and the locally mandated summer attendance requirements;

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.

►Describe the fourth grade transitional program required for students who meet the criteria. (Bulletin 1566 §703 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:

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. (Students can bank scores from spring tests.)

3. Minimum criteria for promotion to the sixth grade from a fourth grade

transitional program: a. the student must be provided remediation through RTI for a

minimum of 50 hours during the course of the year 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 in science and social studies on the fourth grade LEAP; and

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c. the student must have met all requirements for promotion from the fifth grade as outlined in the local Pupil Progression Plan.

►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) A student may not have more than two absences to be eligible for policy waivers, appeals, and overrides.

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. The T9 Support Team consists of the principal and/or assistant principal, teachers, counselor, parent, student and any other appropriate personnel. The initial team planning should include the following:

Analysis of available data to identify the student’s current deficiencies

Development of a plan to address those deficiencies

Academic deficiencies will be supported with specialized schedules to include remediation coursework in ELA and Math

Social and emotional supports will be developed by appropriate personnel

T9 Student Supports:

An ongoing review of the T9 students by the high school’s support team

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will be informal and formal. This will allow for supports to stay current and effective.

Ninth Grade Counselor will meet with T9 student weekly. Logs of meetings and activities will be kept in each T9 student’s folder. Weekly meetings should include discussions on: grades, attendance, and discipline.

Additional supports could be based on the following practices: Freshmen Academies Peer Support Leader Programs Advisory Periods (flex schedules, check-in/check-out, RTI plans)

Career Counselors will meet with T9 students during elective periods. The focus of these sessions will be career options, pathway choices, graduation requirements, PLAN/ACT tests.

►Explain how an individual student’s progress will be tracked, specifying the data the support team will use to identify student progress and gaps. The student’s individual progress will be tracked during the Quarterly Team Meetings, at the end of each semester, and when completing and reviewing the Individual Graduation Plan. The support team will utilize the following data to identify student progress and gaps: Benchmark assessments, grades, attendance, and discipline records. ►What Career Readiness Course Opportunities will be provided to the students? Students will be placed in Journey to Careers (8th grade) and Advanced Career Readiness at the 11th or 12th grade level.

►How will an appropriate T9 curriculum be identified and implemented? MANDATORY quarterly team meetings include the following: Principal or

Assistant Principal, ninth grade counselor, parent, and student. Other participants could include: teachers, social worker, and other support staff as deemed necesary.

Meeting follows a set agenda: Benchmark Assessments, Academic growth, Attendance, Discipline Record, Social Growth, and targets for next quarter. During the fourth quarter meeting, the team will create an IGP based on student’s ongoing needs.

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C. Elementary Program of Studies Requirements

1. The elementary grades shall provide a foundation in fundamentals of English Language Arts, Mathematics, Social Studies, Science, Arts, Health, and Physical Education. (Bulletin 741 §2313)

2. Each elementary school shall provide 63,720 minutes of instructional time per

year. (Bulletin 741 §333) 3. Each LEA will provide instruction aligned to BESE-approved standards and

shall have the autonomy and flexibility to develop, adopt, and utilize instructional materials that best support their student’s achievement of the standards. (Bulletin 741 §2301)

4. Elementary schools shall offer an articulated foreign language program for

30 minutes daily in grades four through six and 150 minutes per week in grades seven and eight. (Bulletin 741 §2313)

►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.

Kindergarten

A kindergarten student shall be promoted if he meets the attendance requirement and passes the following academic-based assessments:

1. Plaquemines Parish Academic Readiness Assessment with 75%

administered in the last month of school

2. Successfully master 75% of skills listed on the kindergarten report card

3. The student must reach age six on or before September 30, of the current year to enter first grade.

First and Second Grade

A student shall be promoted if he meets the following:

1. attendance requirements. 2. passes both ELA AND mathematics. If a student fails either ELA or

mathematics, he or she will be retained in the present grade. Remediation or tutoring is highly recommended, but not for promotional purposes

3. Local CRT in both ELA and mathematics with 75% mastery. 29

Third Grade


1. attendance requirements 2. passes both English Language Arts (ELA) AND mathematics. If a student

fails either ELA or mathematics, he or she will be retained in the present grade. Remediation or tutoring is highly recommended, but not for promotional purposes.

3. Student must achieve one of the following:

Proficiency as defined by LDE on ELA and math state-mandated assessments.

75% correct on the local ELA and Math CRT

Fourth Grade

A student shall be promoted if he meets the following: 1. attendance requirement 2. passes three of the four major academic subjects (ELA, math, science,

and social studies). If the student fails either ELA or math, he or she will be recommended for tier-interventions for the next school year. If the student fails both ELA and math, he MUST repeat the grade. In this case, summer tutoring is recommended for enrichment ONLY and not for promotion;



75% correct on the local ELA and Math CRT 4. Student not meeting Criteria 3 must attend summer remediation. If required

growth is not met, student is referred to the SBLC for placement decision.

Fifth Grade


1. attendance requirement. 2. passes three of the four major academic subjects (ELA, math, science, and

social studies). If the student fails either ELA or math, he or she will be recommended for tier-interventions for the next school year. If the student fails both ELA and math, he MUST repeat the grade. In this case, summer tutoring is recommended for enrichment ONLY and not for promotion


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Proficiency as defined by LDE on ELA and Math state-mandated assessments.

75% correct on the local ELA and Math CRT.

Sixth Grade

A student shall be promoted if he meets the following: 1. attendance requirement.

2. passes three of the four major academic subjects (ELA, math, science, and

social studies). If the student fails either ELA or math, he or she will be

recommended for tier-interventions for the next school year. If the student

fails both ELA and math, he MUST repeat the grade. In this case, summer

tutoring is recommended for enrichment ONLY and not for promotion




Seventh Grade


1. attendance requirement.


social studies). If the student fails two major subjects or one major and two

minor subjects, he repeats the grade. If one of the two major subjects that

a student fails is ELA or mathematics, remediation is recommended and

passing summer school is required for promotion. In this case, the student

will be recommended for tier-interventions for the next school year. If the

student fails ELA AND mathematics or three major subjects, then he

must repeat the grade. Summer school is recommended for

enrichment ONLY and not for promotion.




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Eighth Grade


1. attendance requirement.


social studies). If a student fails two major subjects or one major and two minor subjects, he repeats the grade. If one of the two major subjects that a student fails is ELA OR mathematics, remediation is recommended and passing summer school is required for promotion. In this case, the student will be recommended for tier-interventions for the next school year. If the student fails ELA AND mathematics or three major subjects, then he must repeat the grade. Summer school is recommended for enrichment ONLY and not for promotion.



75% correct on the local ELA and Math CRT

4.Student not meeting Criteria 3 must attend summer remediation. If required growth is not met, student is referred to the SBLC for placement decision.

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

We have requested a waiver to be exempt from the foreign language mandate. We are providing interventions for all our students in order to meet the expectations set forth by the common core state standards. Because of the time constraints this involves, it is nearly impossible to meet the mandate.

o Explain the local definition of the term “grade level” or “on grade level.”

Foreign language academically-abled students shall be defined as students with a minimum grade point average of 1.6 or above average, or students not in need of other ancillary or compensatory services.

IV. Promotion 9 – 12

A. Carnegie Credit and Credit Flexibility (Bulletin 741 §2314) 1. Students may earn Carnegie credit as middle school and high school students in

two ways:

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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 student’s 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.

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A. Secondary students shall receive one Carnegie unit for each block course or one-half Carnegie unit for each one-half block course (elective) in which they receive a grade of ''67/D'' or higher.

B. All high school courses of one block duration shall bear a full indivisible

one Carnegie unit and a student must pass the entire semester’s work to receive credit. The school district shall honor all transfer grades from an approved school, which differ from this system. (For the purpose of definition, a transfer student must have been enrolled in another school during the previous regular school term.)

C. A student may be awarded one-half unit of credit for a full-unit course

in the case of extenuating circumstances, scheduling adjustments or transferring students, which is subject to administrative review; otherwise, no partial credit is awarded.

D. All approved courses with appropriate credits are to be published in the

course Master File and additions to this listing must receive prior written approval of the Superintendent.

E. Secondary students must meet attendance requirements to receive

credit in courses, both collectively and individually.

1. Students will be allowed a maximum of 5 days of absence per semester, per course .

2. TOPS, Core 4, Jump Start, Honors, and A.P. course transfers must bear the joint approval of parent and counselor.

Schedule Changes Schedule changes are allowed the first five days of the first semester, except for Advanced Placement courses and honors courses, which may be changed within the first two weeks of the semester. The last day for a schedule change for secondary students shall occur prior to the start of the second semester except in extenuating circumstances as approved by the Director of Secondary Education. Schedule changes are allowed the first two weeks of the second semester for students enrolled in Advanced Placement and honors courses provided the same course is offered in the same semester.

EXCEPTION: Seniors who are in jeopardy of not graduating may receive a schedule change at the end of the third quarter. However, whatever grades are received in the failing course shall be averaged in the appropriate semester.

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Program of Studies

1. For a student entering high school as a freshman, the following number of units shall determine classification:

2015-2016

Freshman -fewer than 6 units Junior -fewer than 18 units Sophomore -fewer than 12 units Senior - 18 or more units NOTE: Students classified as sophomores must have completed one full year of high school, students classified as juniors must have completed two full years of high school, and students classified as seniors must have completed three years of high school.

2. All Plaquemines Parish high school students shall have two semesters of four periods per day. To graduate, a student must earn a total of twenty- four Carnegie units inclusive of all required courses regardless of the scheduled period days.

3. Sex education shall be taught in grades seven through twelve in science, biology, health, or P.E. The student population at each school shall determine the course offering for seven through twelve.

4. One-half semester of health shall be taught for ½ unit of Carnegie credit.

High School Credit for Distance Education Courses

Students who enroll in Distance Education Courses and meet all necessary requirements shall receive credit for that major or elective course(s). To be eligible, students must have completed two years of high school.

NOTE: Distance Education course assignments and grades are not the responsibility of Plaquemines Parish School System. It is an independent recommendation and an independent course of action pursued by the student and/or parent. To be eligible to participate in graduation ceremonies, seniors must complete Distance Education course(s) by April 15.

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High School Graduation Requirements

Participation in a Plaquemines Parish School Graduation is a privilege, not a right. All graduating seniors must meet the following criteria in order to participate in the graduation ceremony:

Students must have met all requirements for high school graduation.

Any student who aspires to graduate in the top of his/her class and graduate with honors (Salutatorian or Valedictorian) must follow all requirements of the curriculum. Students must schedule eight courses during each of their four years of high school.

Individual Graduation Plan Before entering high school, each student must complete an individual graduation plan of study to include the required subjects below. Additionally, the parent is required to sign this plan. As per Act 257, districts must document parental contact attempts made for the signature of these Individual Graduation Plans. Each school facility will log three attempts to contact parents through phone calls, emails, school messenger, and parent teacher conferences. This communication will be monitored and kept by the school counselor. Eight units of study shall be pursued in the freshman, sophomore, junior and senior years. All required courses, with some exceptions, are to be ordinarily taken in the sequence identified on the following pages. Students with disabilities in a resource setting may pursue Study Skills Courses I, II, III or IV for one Carnegie unit of credit. (BESE’s approval)

Ninth Grade

Courses Units

English I 1

Reading I/Elective 1

Algebra I, Part 1 1

Algebra I, Part 2 1

World Geography 1

Physical Science 1

Journey to Careers/Elective (to complete career area of concentration) 1

Health/PE/Elective 1

TOTAL 8

NOTE: Course sequences may vary.

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Tenth Grade

Course Units

English II 1

Elective (to complete career area of concentration) 1

Geometry 1

Additional Elective (to complete career area of concentration) 1

Biology 1

Physical Education II 1

Civics 1

Elective (to complete career area of concentration) 1

TOTAL 8

NOTE: Course sequences may vary.

Eleventh Grade

Course Units

English III 1

Algebra II or Other Math 1

United States History 1

Chemistry or Environmental Science 1

Elective (Recommend Foreign Language) 1

Elective (Recommended Foreign Language) 1

Elective (Complete career area of concentration) 1

Elective (Complete career area of concentration) 1

TOTAL 8

NOTE: Course sequences may vary

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Twelfth Grade

Course Units

English IV 1

Additional Social Studies/Elective (for TOPS University Diploma or TOPS requirements)

1

Additional Math/Elective (for TOPS University Diploma or TOPS requirements)

1

Additional Science/Elective (for TOPS University Diploma or TOPS requirements)

1

Elective 3(To complete career area of concentration and/or TOPS) 1

Elective 4 (To complete career area of concentration and/or TOPS) 1

Elective 5 (To complete career area of concentration and/or TOPS) 1

Art/Elective (for TOPS University Diploma or TOPS requirement) 1

TOTAL 8

NOTE: Course sequences may vary

All seniors shall be required to be in attendance for the entire four-period day for both semesters unless the student qualifies for early exit. To qualify for early exit students must provide proof of post secondary enrollment. All students must participate in an early exit interview. The following individuals must participate in the interview: student, parent/guardian, school counselor, principal, and school counselor supervisor. Exception: a fifth-year senior who works. Students not in compliance may not participate in graduation ceremonies.

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

A student must earn at least one quality point for the quarter in which the student is enrolled for ½ credit course. A student may be awarded one-half unit of credit for a full-unit course in the case of extenuating circumstances, scheduling adjustment, or transferring student, which is subject to administrative review; otherwise, no partial credit is awarded.

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

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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.)

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

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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.)

V. Retention Policy

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

The following guidelines shall be adhered to concerning retention in the elementary grades:

K-3: one (1) retention allowed 4: follow the Pupil Progression Policies and Procedures

5-7: one (1) retention allowed

8: follow the Pupil Progression Policies and Procedures Students who are determined to be at-risk will receive interventions as needed. ► Describe any additional LEA policies that may determine student retention.

a. Students at all grade levels who fail to meet promotion criteria and are retained

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may still be promoted if they are recommended by the SBLC. When promoted in this manner, the student’s permanent record must be marked ADMINISTRATIVE PLACEMENT.

EXCEPTION: Secondary students are never administratively promoted. They must earn required number of Carnegie units for graduation.

EXCEPTION: Fourth and eighth grade promotion is based solely on BESE’s policy regarding state mandated assessments.

EXCEPTION: According to Act 833, IEP teams are involved in promotion decisions for students with exceptionalities in all grades.

b. A student shall not be retained in a specific grade level for more than two years, unless specifically requested by parents and as deemed necessary by the SBLC. EXCEPTION: Fourth and eighth grade promotion is based on local transitional promotion policy.. By local option, a fourth and eighth grade student shall be retained only once as a result of his failure to score at the required achievement levels.

c. The decision to administratively place a student shall be determined/approved by an SBLC in consultation with the principal, and not solely the principal (the principal shall not change the SBLC’s progression decisions as sole decision maker).

d. A regular or special education limited English proficient (LEP) student who fails to meet promotion criteria is recommended to the SBLC. No LEP student should be retained solely on lack of English proficiency.

e. The local school system promotional decisions shall not override promotion policies for fourth and eighth grade students.

SUMMER SCHOOL FOR REMOVAL OF ACADEMIC DEFICIENCIES

KINDERGARTEN THROUGH SIX: There is no summer school for promotional purposes in kindergarten through sixth grade. Fourth grade students who do not meet Criterion 3 of the local pupil progression policy must attend summer remediation and retest to be eligible for promotion to the 5th grade.

GRADES SEVEN AND EIGHT:

Summer school to remove academic deficiencies will not be offered for grades 7 and 8 within the district. Students who fail both ELA and Math or three major subjects are not eligible for summer school for removal of academic deficiencies.

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GRADES NINE THROUGH TWELVE: Summer school will not be offered for grades 9 – 12 within the district. Secondary students may earn ½ unit of Carnegie credit towards graduation for attending a specially designed summer school remediation course for EOC in the subject(s) failed. A maximum of 2 Carnegie units may be earned toward high school graduation upon completion of these courses.

► Describe the intervention/remediation strategies to be used to prevent retention or in lieu of student retention at the lower grades.

The SBLC uses formative and summative data (DIBELS, PSP, ANet Reading and Math Assessments, state assessments, and grades) to determine if interventions are necessary for a student. Strategies used within the classroom to intervene and remediate may include differentiated instruction techniques, guided reading and math groups, shared reading, math manipulatives, Project Read and LANGUAGE! curriculum.

Computer based and/or small group interventions used in addition to the general education instructional practices include Project Read, Fast ForWord, I Ready, Headsprout, Reading Eggs, and Odyssey for Math, English Language Arts, Science, and Social Studies. Weekly progress monitoring is conducted to determine the effectiveness of the intervention/remediation strategies for each student.

NOTE: Students determined to have characteristics of dyslexia shall receive English language arts instruction from a Multisensory Structural Language (MSL) program. Project Read may be taught to students in grades K-3. The LANGUAGE! curriculum may be taught to students in grades 4-12. Grades may be derived from the MSL program in lieu of the local program.

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.

Grades K-8

Students who show evidence based on available cognitive data, such as ANet

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assessments and state-selected assessments, that they will benefit more from the instructional program at an advanced grade level shall be identified by the counselor, teacher, or curriculum specialist. Students who qualify will be provided accelerated instruction and modified instructional materials. The student may participate in activities of a higher-grade level, but will remain in his /her own grade. There are no provisions for grade skipping or early entry.

Grades 9-12

High school students who are performing at a higher level will be provided honors or advanced courses, which use accelerated instructional materials. To qualify for placement in these courses students must meet criteria in two of the following three areas:

grades

test scores

teacher recommendations

Students enrolled in Advanced Placement courses who do not take the College Board Advanced Placement exam WILL NOT earn Advanced Placement credit. These students will earn the appropriate credit. Students will also be responsible to repay the district for the cost associated with taking the College Board Advanced Placement exam. All teachers of Advanced Placement classes must include this information in their course syllabus that is to be signed and returned to the Advanced Placement teacher.

High School Credit for College Courses – (Applies to students attending college part-time) o College courses for credit should be limited to students who have earned

fourteen or more high school units of credit toward graduation. These students shall be in attendance in at least one high school class while enrolled in college courses.

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► Describe the LEA criteria for acceleration, including who is involved in the decision-making process, what evaluation criteria are used, and other local policies.

In order to be eligible for the exceptional program in Plaquemines Parish, students will be screened by the Pupil Appraisal Team. Screening procedures are as follows:

Preschool and Kindergarten These children can be referred to Pupil Appraisal Services for screening by their parents or school personnel. Screening will consist of aptitude and achievement assessment. There are no provisions for early entry for full-day kindergarten.

School-Age Students Screening consists of reviewing the students’ standardized test scores available in the cumulative folder by the person(s) referring the students. Scores for aptitude, mathematics and reading achievement are entered on the gifted screening matrix. When the screening requirements are met (six points on the matrix), or an intellectual screening score of 98th percentile or higher is achieved, the student will then be evaluated according to Bulletin 1508 by members of the Pupil Appraisal Services.

Students for whom no standardized test scores are available in the cumulative folder shall be given aptitude and achievement tests by school personnel in order to fulfill the screening procedures. Placement of eligible students in the gifted program, in accordance with regulations of Louisiana Law 754, is accomplished through an IEP conference which includes the teacher, parent(s), school administrator, student (when appropriate), the special education supervisor or designee and other appropriate individuals. In accordance with the State Department of Education Policy, students classified as “Gifted” will be re-evaluated every three years by the gifted teacher. Review of the placement decision and of pupil progression will be conducted for all students participating in the gifted program at the time of the IEP update meetings. These meetings are conducted annually and may be held more frequently.

► Describe any applicable policies and procedures for grade “skipping.”

No provisions are made for grade skipping of students.

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► Describe any policies governing services for gifted students.

The Plaquemines Parish School System provides individualized special programs for exceptional students. Gifted students are those individuals who are exceptional:

a. possessing demonstrated abilities that give evidence of high performance

capabilities in areas such as intellectual, creative or academic aptitude and achievement assessment; and

b. have an IEP written with goals and objectives

A. Early Graduation

1. Each LEA shall develop an early graduation program allowing students to

accelerate their academic progress, complete all state graduation requirements, and receive a high school diploma in less than four years. (Bulletin 741 §2317)

a. The early graduation program may include distance education (§2326),

dual enrollment (§2327), and Carnegie credit and credit flexibility (§2314). b. LEAs shall not have any policies or requirements that would prevent

students from graduating in less than four years.

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

The local early graduation program provides high school students the opportunity to earn a high school diploma in less than four years by earning Carnegie credit in middle school, participation in distance learning and dual enrollment, flexible course scheduling, advanced placement, and other accelerated learning programs

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.

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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 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.

iv. Students with disabilities who participate in LEAP Alternate

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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.

At least 95% of eligible students will participate in school year intervention programs.

Of those student who participate in school year ELA interventions, 70% will score at least 70% on the local CRT test.

Of those students who participate in school year math interventions, 70% will score at least 70% on the local CRT test.

o Describe the criteria used to determine which 4th and 8th grade students are

eligible for school year intervention/remediation. Students in 4th and 8th grade who, are considered to be at-risk, based on 3rd and 7th grade data from a variety of sources, will be eligible to participate in school year intervention/remediation. Also, any 4th and 8th grade repeaters will be included.

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? No, the district does not require a minimum number of remediation hours. However, each school has a plan in place to remediate students during the school day.

o Describe the materials and methodology to be used throughout the district in school year intervention/remediation.

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To help students master content, students attend computer classes with programs such as Compass, I Ready, KidBiz, Reading Eggs, and FastForward. Students participate in RTI, basically using the Headsprout program, Project Read and Language! curriculum. Teachers and interventionists use hands-on, small group instruction, as well as one-on-one learning to provide differentiated instruction.

o Describe the form of documentation collected from students/parents who refuse school year remediation services. Parents and students must sign a form indicating their refusal of remediation. This form is kept on file in the student’s cumulative folder.

o Describe how science and social studies remediation is implemented.

Science and social studies will be taught across the curriculum. Teachers will use units of study and daily oral review. Intervention will also be done within the classroom as needed.

o Describe the district’s plan for coordination of state, federal, and local funds for school year remediation. Plaquemines uses various funding sources to support remediation and intervention efforts. Teachers’ and interventionists’ salaries are paid using both state and district funds. Instructional supplies, materials, and programs are purchased with Title I and IDEA funds.

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

Schools will track progress made by students though out the school year by analyzing various sources of data such as benchmark assessments, computer based reports, and grades. At the completion of the school year, schools will report the results of the school year remediation to central office. The information will be used to make any needed adjustments.

►Summer Remediation Program

o List the objectives for your summer remediation program.

At least 95% of eligible students will participate in the summer remediation programs.

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Of those students who participate in summer ELA remediation, 70% will show growth on the local CRT test.

Of those students who participate in summer math remediation, 70% will show growth on the local CRT test.

o Describe the criteria used to determine which 4th and 8th grade students are eligible for summer remediation. Students who score below proficiency as defined by LDE on ELA and Math state mandated assessments or below 75% on the local ELA and Math CRT are eligible for summer 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. Summer remediation will begin on May 31, 2016 and will end on June 24 , 2016. Classes will be held Monday through Thursday. There will be 16 total days with each subject scheduled for 195 minutes. This totals 3,120 minutes, which equates to 52 hours of instruction per subject area.

o Describe the materials and methodology to be used throughout the district in summer remediation. Remediation will be provided to address instructional needs identified with end of the year data and diagnostic pre-tests. Focused reading interventions will reinforce reading comprehension skills needed for literacy and informational texts, text evidence, complex texts, fluency, academic vocabulary, and writing. Focused math interventions will develop conceptual understanding and procedural knowledge of essential math skills, improve problem-solving skills with practice on real world problems and build mathematical fluency and automaticity. Students with disabilities shall receive instruction along with regular education students with special support provided as needed.

o Describe the form of documentation collected for students and parents who refuse summer remediation services. All parents and students who refuse summer remediation must sign a district- developed form documenting their refusal.

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o Describe the district’s plan for coordination of state, federal, and local funds for summer remediation. IDEA funds provide support teachers and paraprofessionals for summer remediation to help meet the instructional needs of exceptional learners. Local and state funds pay salaries for summer school teachers. Federal and local funds provide instructional materials. All are coordinated as to supplement and not supplant.

o Describe the district’s plan for documenting evidence of achievement/growth of students who are participating in summer remediation. Summer school teachers will use formative assessments throughout the summer program to determine students’ progress. Students will receive a program report after the first two weeks of the summer program and a final report at the end of the program. Schools will send the results of the summer program to central office. The information will be used to make any needed adjustments.

►EOC Remediation

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

o Student selection criteria

Students who fail to score “Fair” or above on EOC tests. Special education students will be remediated where appropriate with regular education students.

o Pupil/Teacher ratio

The pupil/teacher ratio for remediation is 15:1.

o Instructional time

The state minimum of 30 hours of remediation shall be provided to students enrolled for EOC remediation.

o Selection criteria for teachers and/or paraprofessionals

All remediation teachers must be highly qualified. Any paraprofessionals hired as assistants must have an associate’s degree or pass the Parapro Exam.

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o Materials and methodology to be used

Intervention/remediation will be provided to address instructional needs identified from the Student Item Analysis Report and other sources of achievement data. Teachers will identify priorities for instruction. Teachers will plan and document lessons for addressing the identified instructional needs. Materials used include statewide guides to assessment, released test items, and computer based instruction. Strategies to be utilized are whole class instruction, modeling, small group learning, individualized instruction, and formative assessments. Students with disabilities shall receive instruction along with regular education students with special support provided as needed.

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

Saturday tutoring, summer school, other: List all that apply

Summer School

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

All parents and students who refuse summer remediation must sign a district-developed form documenting their refusal. o Plan for coordination of state, federal, and local funds for remediation

IDEA funds provide support teachers and paraprofessionals for summer remediation to help meet the instructional needs of exceptional learners. Local and state funds pay salaries for summer school teachers. Local and federal funds provide instructional materials. All are coordinated so there is no duplication or supplanting.

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

Assessment of student growth and achievement will be conducted by analyzing EOC passing rates for participating students. Feedback from teachers and administrators will be used to evaluate the educational process.

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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. Students who have violated the Plaquemines Parish School Board’s Student Code of Conduct to the extent which they are suspended 10 or more days shall remain under the supervision of the school system using an alternative education program designed to continue the educational process in an alternative educational placement. An expulsion hearing is held for these students and the superintendent/designee decides whether or not a placement at the Plaquemines Parish Learning Center is warranted and the duration of time that the student is to remain at the PPLC, if so. Prior to any student being removed from the regular junior high or secondary school program for excessive suspensions or an expulsion and placed in the alternative school, a meeting of the student’s parent(s)/guardian(s) shall take place to discuss pertinent information to the student and curriculum. Prior to a student’s placement in the alternative program, parent(s)/guardian(s) will be offered two options:

Student continues educational services at the alternative school.

Or student serves suspension or expulsion without continued educational services.

Prior to a student returning to the home school, a meeting with the parent(s)/guardian(s) and the school administration shall convene to promote a smooth transition. All students re-entering the regular school setting shall return on a probationary basis. Students will be eligible to address two curriculum options—an approved regular junior high and secondary curriculum or a G.E.D. program. Students’ textbooks shall be the same as the regular schools to maintain a smooth transition from school to school.

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Students pursuing a high school diploma shall address:

State appropriate grade level expectations and standards;

Program of studies required for a regular high school diploma;

Participation in standardized testing.

The Student shall:

Receive quarterly interim progress reports and report cards; and

Remain in the alternative school setting for the enrollment period of suspension/expulsion period as assigned by the Superintendent/Designee.

Students’ progress shall be evaluated quarterly by the SBLC to determine transition into the mainstream of the regular school setting or ongoing placement at the alternative school. Students who have completed all required Carnegie units and passed all necessary parts of the GEE/EOC shall be eligible to participate in the graduation exercises at the home-based school unless the Superintendent deems necessary for the safety and well-being of the faculty and students at the home-based school that the student should participate in an appropriate program at the Alternative School. Students who have passed all required parts of the GEE/EOC, and completed the required Carnegie units in a Home School or Home Study program due to extensive discipline problems at the alternative school shall be prohibited from participating in the graduation exercises at the home-based school or the Alternative School, Students enrolled in the alternative school are curtailed from participating in the regular junior and high school extracurricular activities. Students assigned to the alternative school shall not be allowed on any Plaquemines Parish School campus before/during school hours except under direct supervision. NOTE: Transportation shall be provided. Students who were receiving special services in the regular school setting will be eligible for those same services at the alternative school.

►Give a brief description of each approved alternative school/program/setting operating in the LEA, including the entrance and promotion criteria.

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The Plaquemines Parish Learning Center services students in

grades 6-12 who have been suspended or recommended for expulsion for a serious offense or several offenses. To enter the program, the student is granted a hearing with the district hearing officer. Upon the recommendation from the hearing officer, the student is then placed in the alternative school program. The promotion criteria for alternative school students are the same promotion criteria for all junior high and high school students as outlined in the Plaquemines Parish Pupil Progression Plan.

The HiSet Model is an environment for non-traditional students with post-secondary linkages. Career readiness skills will consist of industry-based certifications and soft skills training.

Entrance Criteria: Students who are at least 19 years old are eligible to take the exam without enrolling in HiSet or pass the qualifying test. Students who are 17 and 18 years old must:

have withdrawn from K-12 school, provide withdrawal documentation, attend the HiSet Orientation process, and pass the Official Half-Length HiSet Practice Test.

Students who are 16 years old must meet one or more of the following criteria to pursue the route for 17 and 18 year olds:

pregnant or parenting, incarcerated or adjudicated, institutionalized or living in a residential facility, have chronic physical or mental illness, or family or economic hardship.

Promotion Criteria:

Meet promotional standards on HiSet assessment.

Students will only be allowed to transfer from HiSet to home-base school at the beginning of a semester. Students must adhere to schedule change policy as outlined in the PPSB Progression Policy. Student and parent must participate in an exit interview with the PPSB team. The PPSB team is defined as the Plaquemines Parish Learning Center Principal and the home-base school Principal.

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►Describe the LEA’s procedures for placement in adult education programs.

Currently, Plaquemines Parish School District does not have an adult education program. Students who are interested in adult education are referred to the Plaquemines Adult Learning Center.

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.

►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

The Plaquemines Parish School Board applies the same due process procedures for all students, including students with disabilities and who qualify for protection under Section 504.

1. In the event that a complaint against the Plaquemines Parish Pupil Progression Policies and Procedures, Individuals with Disabilities Education Act (IDEA-B), due process for disabled students, LEA Application, or Section 504 of the Rehabilitation Act of 1973 is lodged by a student, parent, teacher, or interested citizen, the following procedures should be followed:

a. A written complaint should be filed with the principal of the school where the particular grievance is lodged.

b. A copy of the complaint shall be sent to the superintendent/Coordinator of said plan(s) – Plaquemines Parish School Board – 1484 Woodland Highway – Belle Chasse, LA – 70037- within five working days.

c. The coordinator and principal will investigate the complaint, and contact all parties involved.

d. Within thirty days of receiving the complaint, the Superintendent of the Plaquemines Parish School System and his/her designee will issue a ruling concerning the complaint to the parties involved.

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e. If the complaint is resolved to all parties’ satisfaction, the procedure will be stopped at any of the above levels.

2. The Plaquemines Parish School Board assures the same procedures will be adhered to in the event that a complaint related to an exceptional student’s placement is lodged by a student (regular or exceptional), parent, teacher, or interested citizen.

NOTE: Plaquemines Parish assures these procedures will not contradict due process rights of students as defined by IDEA, Part B.

3. If the complaint is not resolved to the satisfaction of the complainant, the following appeal procedures are to be used:

a. If the disagreement is not resolved, the complainant may, no later

than five days after receipt of the Superintendent’s decision, request a review by the Plaquemines Parish School Board. The request shall be made in writing through the Superintendent who shall attach all papers relating to the placement. The Board shall review the placement and shall, at the option of the Board, hold a hearing with the individual and render a decision in writing within 45 days of receipt of the appeal. If the Board decides not to hold a hearing, the complainant shall be notified of this decision no later than 30 days after the receipt of the appeal.

4. Due process procedures for disabled students (Item A-C) must be consistent with those described in the approved Individual with Disabilities Education Act (IDEA).

NOTE: No student shall be transferred from a regular instruction placement to a self- contained placement without a re-evaluation.

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SECTION III

LOCAL POLICIES

Grading and Reporting Policies – Elementary (K-8)

A. The parish pupil progression plan should be adhered to for grading in all subjects.

B. In determining quarter grades in the daily class register or electronic roll book, numbers must be used; however, the symbols A, B, C, D, or F are to be employed for recording grades in all subject areas at all levels for the quarter and final grades. (EXCEPTION: Enrichment classes shall employ the symbols S, NI, or U. Students with disabilities shall receive the same grade symbols as regular students.)

C. 1st – 4th Grade:

Students will receive grades for Math, Science, and Social Studies following these guidelines:

Teachers must have at least 9 grades per quarter, none of which can be a homework grade.

If a teacher gives a homework grade, it must be an additional cumulative grade that is worth no more than 100 points.

By interim reports, 4 grades must be posted. One grade every 10 days/2 weeks.

Math, Science and Social Studies

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Optional Average

Quiz 1

Test 1 Proj. 1

Test 2 Essay 1

Test 3 Quiz 2

Essay 2

Test 4 Homework

90 87 100 78 85 91 88 87 80 96 88.2

Students will receive one ELA (English Language Arts) 9 weeks grade for reading, writing, and word work. The following guidelines must be adhered to for ELA grades: 1st, 2nd, 3rd Nine Weeks

Must be a minimum of 9 grades per quarter, none of which can be a homework grade

The 9 grades will result from the following – o One word work grade – valued at 100 points o Two cumulative reading and responding assessments – valued

at 100 points each 57

o Two cumulative writing products (well developed that demonstrate mastery of all steps of the entire writing process) – valued at 100 points each

o Minimum of four others – for example: reading or writing notebooks, book talk, project, performance tasks, graphic organizers – no more than 50 points each

By interim reports, 4 grades must be posted. One grade every 10 days/2 weeks should be entered into PowerTeacher.

None of these grades can be a homework grade. If a teacher gives a homework grade, it must be an additional cumulative grade that is worth no more than 100 points.

4th Nine Weeks

Due to reduced number of instructional days as a result of state mandated assessments, a minimum of 5 grades must be entered into PowerTeacher, none of which can be a homework grade.

The 5 grades will result from the following: o One word work grade – valued at 100 points o One cumulative reading and responding assessments – valued at

100 points each o One cumulative writing products (well developed that demonstrate

mastery of all steps of the entire writing process) – valued at 100 points each

o Minimum of two others – for example: reading or writing notebooks, book talk, project, performance tasks, graphic organizers – no more than 50 points each

None of these grades can be a homework grade. If a teacher gives a homework grade, it must be an additional cumulative grade that is worth no more than 100 points.

D. 5th – 8th Grade:

Students will receive one ELA (English Language Arts) 9 weeks grade for Reading and English. The following guidelines must be adhered to for ELA Grades: 1st and 2nd Nine Weeks

Must be a minimum of 11 grades consisting of 10 grades plus one exam valued

at 25% of the total grade

At least 5 of the grades must be 100 point assessments to include –

Three cumulative reading and responding assessments

Two cumulative writing products (well developed that demonstrate mastery of all steps of the entire writing process)

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Any other assignment cannot have an individual value of more than 50 points. Possible other assignments may include reading or writing notebooks, book talk, projects, performance tasks, graphic organizers

Any graded homework assignment cannot have a value of more than 5 points


3rd Nine Weeks

Due to a reduced number of instructional days as a result of state mandated assessments, the quarter exam will be omitted, resulting in a minimum of 10 grades.


4th Nine Weeks

Due to a reduced number of instructional days as a result of state mandated assessments, a minimum of 7 grades consisting of 6 grades plus one exam valued at 25% of the total grade must be entered into PowerTeacher

At least 3 of the grades must be 100 point assessments to include –

o Two cumulative reading and responding assessments o One cumulative writing products (well developed that demonstrate

mastery of all steps of the entire writing process)

Any other assignment cannot have an individual value of more than 50 points. Possible other assignments may include reading or writing notebooks, book talk, projects, performance tasks, graphic organizers.

Any graded homework assignment cannot have a value of more than 5 points.

By interim reports 3 grades must be posted, consisting of one cumulative writing product and two others.

For all other subjects, other than ELA, teachers must have 9 grades with the following parameters:

A minimum of one grade, per week, per subject, must be entered into Power Teacher.

At least 4 of the grades must be assessments. The value of each being 100 points.

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Any graded homework assignment cannot have a value of more than 5 points.

Any other assignment cannot have an individual value of more than 50 points.

To determine quarter grades in grades 5 – 8, (except 3rd nine weeks), these steps should be followed:

average the daily class work, tests, and assignments given within the quarter to the nearest tenth;

daily class work, tests, and assignments should be given a value of three-fourths of the total grade;

the quarter exam should be given a value of one-fourth of the total grade (the total work for the period.) Example - multiply daily class grade average by three (to the nearest tenth). Add the quarter exam grade. Divide the total by four to equal the

quarter grade. (Especially grades five through eight).

quarter exams should not be the only grades used to determine an average or final grade.

NOTE: Performance-based subjects, such as Band, Art, and Physical Education will be examined on a case by case basis. The use of quality points is required in averaging these symbols. The following scale denotes the quality point scale values to be used for regular classes:

E. When a grade average is .5 or ABOVE the student shall receive the higher grade. When a grade average is BELOW .5, the student shall get the lower grade.

F. A plus (+) or minus (-) is not to be given in conjunction with any numerical grade

or symbol on official documents.

G. Teachers are required to print their Power Teacher score sheet for each subject and place in their binder/roll book weekly.

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Letter Grade Numerical Grade Regular Quality Points

A 100 - 93 4 3.5 - 4.0

B 92 - 85 3 2.5 - 3.4

C 84 - 75 2 1.5 - 2.4

D 74 - 67 1 1.0 - 1.4

F 66 - 0 0 Below 1.0

H. Incomplete grades must be removed five days following students’ return to class. After ten days, a student will be awarded a "0" unless extenuating circumstances can be documented.

I. A student shall have the right to make up all assignments and tests, excluding nine weeks/final exams, for excused absences and unexcused absences. Upon a student’s return to school, he or she must submit verification for approved extenuating circumstances, such as:

original signed doctor excuses for student or student's child

death in the family verified by death notice

letter from the court system

letters regarding religious holidays

letters from parents/guardians and others

visitation with a parent who is a member of the United States Armed Forces or the National Guard and has been called to duty for or is on leave from overseas deployment. (Shall not exceed 5 days per school year.)

These documents shall be presented upon student’s first day of return to school to the appropriate school administrator to be classified as an excused day. Upon return to school, students will be given a specified amount of time to make up the work equal to the number of days the pupil was absent. Students will be required to make up assignments and tests to receive those grades. It is up to the student to get the work from the teachers. If a student makes up work after the prescribed time limit, points will be deducted from the credits that would be earned, at the discretion of the principal and teachers.

NOTE: Attendance is mandated during nine weeks/final exam days. Exams can only be made up with a verified excuse.

J. A student must take a quarterly exam on the regularly scheduled exam date(s), unless there are extenuating circumstances, which must be approved by the principal, Director of Elementary Education, and Superintendent. Vacations are NEVER considered extenuating circumstances. Extenuating circumstances include death in the family, chronic illness, surgery, and hospital stay.

K. Any student suspended shall receive half of credit earned for school work missed

while suspended. Upon return to school, students will be given a specified amount of time to make up the work equal to the number of days the pupil was suspended. It is up to the student to get the work from the teachers. If a student makes up work after the prescribed time limit, points will be deducted from the credits that would be earned, at the discretion of the principal and teachers.

L. A suspended student shall have an opportunity to make up quarter exams and receive full credit.

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M. If the student has more than 5 days of unexcused absences, his guardians must have a hearing with the child welfare attendance officer to determine if a passing grade will be received.

NOTE: If students are checked out of school during the day, the missed classes will be considered unexcused absences unless documentation is presented within five school days. All doctor excuses must be the original document with the doctor'sItherapist's signature on them. Habitual situations will be evaluated thoroughly and CWAO will be contacted immediately.

N. The principal of each school shall be responsible for administering the adopted examination procedures and reviewing exams for the appropriate level of assessment.

O. The grading systems and examination procedures shall be reviewed by the

principal and approved by the Central Office.

P. Plaquemines Parish School Board approved grading system for grades one

through eight, four grade (final): (The summative of the four quarters must equate

to the final grade).

Grade Quality Points A Above - 13

B 10 - 13 C 6 - 9 D 4 - 5 F Below - 4

NOTE: The same grading systems shall be employed for students with disabilities.

Q. A student must earn a total of four quality points, two of which must be earned in the third and fourth quarters. A student who fails the fourth quarter fails the year regardless of other grades, except in cases of extenuating circumstances such as illness, death in the family or personal tragedy shall be subject to administrative review jointly by the principal and the School Building Level Committee. (Board Policy)

R. In computing the quarter average and/or the final average, a quality point of one,

with a corresponding average of absolute “D" is required as a passing mark.

S. A student may be retained whose report card indicates passing grades, but is functioning at placement below grade level. This action must be approved by the School Building Level Committee and must be part of ADMINISTRATIVE PLACEMENT. A parental conference must be part of the process.

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T. A student may be advanced in spite of failing grades for the year average, but records must state clearly ADMINISTRATIVE PLACEMENT. All such assignments must have the concurrence of the SBLC. This applies to students in grades 1-3 and 5-7 ONLY.

NOTE: A student may be advanced in spite of failing a part of the state mandated assessment, but the records must clearly state the student met all appropriate non-discriminatory criteria for a waiver or appeal in grade four or in grade eight as outlined in the Pupil Progression Plan.

U. No student shall be retained in the fourth grade more than one time as a result of

not passing the state mandated assessment.

Final/Quarter Grade Changes

A. Incomplete work should be marked with a "0." When work is made up, the teacher must enter the correct grade.

B. Incomplete work must be completed within five days following the student’s return

to class, and grade changes reported to Data Entry (school level) no later than ten days following the student’s return to class.

C. Grade changes should be completed by the teacher before handing in grade

verification form(s) to appropriate school level personnel.

D. All grade change forms must be sent to the Principal for signature approval, and then sent to Data Entry (school level) for processing.

E. Upon approval of a grade change after the last day of school, the Superintendent will submit the new grade change to the Power School Administrator to make the correction.

F. Any grade change due to an error found after the last day of school must have the

approval of the school principal and Superintendent. Grade change forms must be signed by both the principal and Director of Secondary Education or Director of Elementary Education as applicable.

G. All grade change forms must be signed and submitted on the proper grade change

form. Otherwise, the Power School Administrator will not correct the grade error.

H. Before a grade change shall be considered after the last day of school, grades in the grade book shall be subject to administrative review. All grades must equate to the new grade without addition and/or deletion of grades.

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Report Cards Report cards will be issued quarterly. They will be given for elementary and high school on the same date. The last report card for the school year in grades one through twelve will be mailed to the home address five school days after the last school day of the session.

The issuance of report cards shall be governed by the following: A. NO GRADES SHALL BE CHANGED on any report card without the approval of

the principal.

B. Report cards, attendance books, and grade books should always be kept in a secure place.

C. NO STUDENT should be allowed to grade papers or copy grades for teachers

when the grades become a part of their permanent record.

D. NO STUDENT shall have access to other students’ records or grades via computer or hard copy or otherwise that have become a part of their permanent record.

E. Pupil Progression Card recommended changes shall be returned to the SBLC for

changes and not solely to the principal. The principal alone shall not make the changes. The principal shall be only one member of the committee making changes.

Policy Regarding SBLC’s Role in Grade Changing

The School Building Level Committee shall not change a student(s)’ grade(s) without an administrative review. If a grade is challenged, the procedure will begin with the School Building Level Committee meeting with the teacher to gather information as to how said teacher arrived at the challenged grade(s). Any recommendation for a change of grade shall be based on objective criteria. The

objective criteria shall include, but not be limited to:

1. error in grade calculation (95, 76, 87, 93 = 315 / 4 = 78.7/C; Example of grade calculation error)

2. negligence in correcting a test

3. poor supervision during an exam (school-based administrators l or central

office administrators observation or other authentic documentation)

4. any extenuating circumstances that would negatively impact a fair grading procedure;

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5. improper use of Power Teacher software.

NOTE: At no time are there any provisions allowing regular instructional students or students with disabilities to skip grades. Students/parents should not be encouraged to expect any movement to a higher grade during the year. Pupil progressions only occur at the end of the school year and/or summer school. Honor Roll Requirements

Honor roll requirements shall be as follows:

Grades 1-5 students must earn all A's and B's to receive Honor Roll

recognition on report cards.

Grades 6-12 students must earn a 3.0 or above and receive no "D's" or

"F's" in the average to receive Honor Roll recognition on report cards.

Nine Weeks Exam Make-Ups

A student must take a quarterly exam on the regularly scheduled exam date(s), unless there are extenuating circumstances. Vacations are NEVER considered extenuating circumstances. A suspended student (in or out of school) shall have an opportunity to make up quarter exams instead of receiving a "zero" as an exam grade. The student must receive the grade earned on the quarter exam, which is 25% of the quarter grade. (Exception: If a student is suspended for a very grievous offense, such as assaulting a teacher, drugs, weapons, rape, etc., the student shall be prohibited from making up the quarterly exams. Local Board Policy.)

Early Exits/Final Exams By local option, students who choose to leave school prior to the end of the academic school year may do so as their choice or option, but the district prohibits the administration of final exams prior to the end of the school year. (EXCEPTIONS: 1. physical illness or an injury that is acute or catastrophic in nature; 2. chronic illness that is acute; 3. protective custody; or 4. death in the immediate family (parents, siblings or grandparents.)

Evaluation Procedures Nine-week tests are to be administered in grades five through eight. Louisiana state mandated assessments will be administered in the spring as scheduled by the Louisiana Department of Education for grades 3 – 8. Local Criterion Referenced Tests will be administered in grades 1-8 during the second week in May.

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The Plaquemines Parish Academic Readiness Assessment will be administered to all kindergarten students during the second week of May and first grade students who did not attend kindergarten at the time of enrollment. The DSC will be used to screen students upon entering kindergarten in August. The DIBELS Next shall be administered to all kindergarten through third grade students three times per year during state-selected benchmark periods. ACT 1120 checklist in grades 1-3 shall be completed during the period of September through January. The kindergarten checklist must be completed by April.

Grading and Reporting Policies – Secondary (9-12)

A. The parish pupil progression plan should be adhered to for grading in all subjects.

B. Teachers will adhere to the following guidelines:

Must have a minimum of 17 grades per quarter, consisting of 16 grades plus one exam valued at 25% of the total grade

All teachers will use Total Points

At least 6 of the grades must be assessments. The value of each being 100 points.

The six English assessments must include: o Four cumulative reading and responding assessments o Two cumulative writing products (well developed that demonstrate

mastery of all steps of the entire writing process)

It is recommended that assignments (classwork, projects) not exceed 50 points.

It is recommended that homework assignments not have a value of more than 10 points.

A minimum of two grades, per week, per subject, must be entered into PowerTeacher. (A week is defined as Monday to Monday)

NOTE: Performance-based subjects, such as Band, Art, and Physical Education will be examined on a case by case basis. C. In determining quarter grades in the daily class register or electronic roll book,

numbers must be used; however, the symbols A, B, C, D, and F are to be employed for recording grades in all subject areas at all levels for quarter and final grades.

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D. The use of quality points is required in averaging these symbols. The following scale denotes the quality point scale values to be used for regular classes:

Grade Numerical Grade

Points Honors Advanced/Gifted Point Range

A 100 - 93 4.0 4.4 5.0 3.5-4.0

B 92 - 85 3.0 3.3 4.0 2.5-3.4

C 84 - 75 2.0 2.2 3.0 1.5-2.4

D 74 - 67 1.0 1.1 2.0 1.0-1.4

F 66 - 0 0.0 0.0 0.0 Below 1.0

NOTE: Students enrolled in gifted classes will adhere to the uniform grading scale for regular courses unless specified by state policy as gifted point value.

E. When a numerical grade average is .5 or ABOVE, the student shall receive the higher grade. When a numerical grade average is BELOW .5, the student shall get the lower grade.

NOTE: Students transferring from a school system which offers honors/advanced placement courses shall have the course grades converted to Plaquemines Parish School System grade equivalent.

F. A plus (+) or minus (-) is not given in conjunction with any numerical grade or symbol

on official documents.

G. Teachers are required to print their Power Teacher score sheet for each subject and place in their binder/roll book weekly.

H. Incomplete quarterly grades must be removed five days following students’ return to class student’s return to class. After ten days, a student will be awarded a "0" unless extenuating circumstances can be documented.

I. A student shall have the right to make up all assignments and assessments,

excluding nine weeks/final exams, for excused absences and unexcused absences. Upon a student’s return to school, he or she must submit verification for approved extenuating circumstances such as:

original signed doctor excuses for student or student's child

death in the family verified by death notice (immediate family)

letters regarding religious holidays

letter from the court system

letters from parents/guardians and others

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visitation with a parent who is a member of the United States Armed Forces

or the National Guard and has been called to duty for or is on leave from

overseas deployment. (Shall not exceed 5 days per school year.)

These documents shall be presented upon student’s first day of return to school to the appropriate school administrator to be classified as an excused day. Upon return to school, students will be given a specified amount of time to make up the work equal to the number of days the pupil was absent. Students will be required to make up assignments and tests to receive those grades. It is up to the student to get the work from the teachers. If a student makes up work after the prescribed time limit, points will be deducted from the credits that would be earned, at the discretion of the principal and teachers.

NOTE: Attendance is mandated during nine weeks/final exam days. Exams can only be made up with a verified excuse.

J. A student must take a quarterly exam on the regularly scheduled exam date(s),

unless there are extenuating circumstances, which must be approved by the principal, Director of Secondary Education, and Superintendent. Vacations are NEVER considered extenuating circumstances. Extenuating circumstances include death in the family, chronic illness, surgery, and hospital stay.

K. Any student suspended shall receive half of credit earned for school work missed

while suspended. Upon return to school, students will be given a specified amount of time to make up the work equal to the number of days the pupil was suspended. It is up to the student to get the work from the teachers. If a student makes up work after the prescribed time limit, points will be deducted from the credits that would be earned, at the discretion of the principal and teachers.

L. A suspended student shall have an opportunity to make up quarter exams and

receive full credit.

M. If the student has more than 5 days of unexcused absences, his guardians must have a hearing with the child welfare and attendance officer to determine the receipt of course credit.

NOTE: If students are checked out of school during the day, the missed classes will be considered unexcused absences unless an original doctor's excuse is presented within five school days. All doctor's excuses must be the original document with the doctor'sItherapist's signature on them. Habitual situations will be evaluated thoroughly and the child welfare attendance officer will be contacted immediately.

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N. The principal of each school shall be responsible for administering the adopted examination procedures and reviewing exams for the appropriate level of assessment.

O. The grading systems and examination procedures shall be reviewed by the principal and approved by the Central Office.

P. Plaquemines Parish School Board approved grading system for grades nine through twelve is based upon the sum of the quality points of the two quarterly grades which must equate to the final grade.

Grade Quality Points A Above - 6 B 5 - 6 C 3 - 4 D 2 F Below 2 NOTE: The same grading systems shall be employed for students with disabilities.

Q. The EOC grade shall count as 25 percent of the final semester grade. At the close of the quarter, students scoring Excellent or Good on the EOC and have a passing average in the course can opt to:

Be exempt from the final exam; OR

Take the teacher created final exam. If exam score is less than the current average, the teacher will exempt the final exam score.

NOTE: Parent signatures are required on all exemptions.

If the prior quarter grade and/or the current average prevents the student from earning a passing grade for the semester, the student must take the teacher created exam. A student’s final grades in both quarters are averaged together to determine a semester grade. EOC courses score equivalent shall be 25% of the semester grade. Students who meet the LAA2 participation criteria prior to taking the first EOC test, the EOC test score shall count for 5% of the students’ final grade for the course.

R. For all courses, a student must earn a total of two quality points, one of which must

be earned in the final quarter. A student who fails the final quarter fails the course

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regardless of other grades, except in cases of extenuating circumstances such as illness, death in the family or personal tragedy. Extenuating circumstances shall be subject to administrative review jointly by the principal and the School Building Level Committee.

S. In computing the quarter average and/or the final average, a quality point of one,

with corresponding average of absolute "D" is required as a passing mark.

T. To determine quarter grades, these steps should be followed:

a. average the daily class work, tests, and assignments given within the quarter to the nearest tenth;

b. daily class work, tests, and assignments should be given a value of three-

fourths of the total grade;

c. the quarter test should be given a value of one-fourth of the total grade (the total work for the period.) Example -- multiply daily class grade average by three (to the nearest tenth). Add the quarter test grade. Divide the total by four to equal the quarter grade.

d. quarter test grades should not be the only grade used to determine an

average or final grade.

U. For all graduating seniors, the final grade point average is the average of all Carnegie units - regular, honors, advanced, summer school and driver's education-calculated and carried out four decimal places.

V. A student shall be enrolled his/her full junior and senior year to receive the rank of valedictorian, salutatorian.

W. A student shall be awarded the same grade point average or same grade ranking position once the grade has been carried out four decimal places. Additionally, NO student shall be penalized from being valedictorian or salutatorian because he or she took additional courses beyond thirty-two, because he has taken courses such as eighth grade Algebra I, driver's education, etc. or other additional courses under the following conditions: If a student has taken courses beyond thirty-two, made all "A's" in these extra courses, and all coursework and grades being similar with students taking fewer courses, such students will tie for valedictorian or salutatorian, whichever is applicable.

X. More than one student can be awarded the position of valedictorian or salutatorian

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if these students have IDENTICAL grade point averages when calculated to four decimal places. EXAMPLE: It would seem that Joey and Billy have the same grade point average or rank of 3.8, but when calculated to four decimal places, Joey had 3.8211 and Billy had 3.8203; hence, Joey would have the higher grade point average or rank. They could share co-ranks if they both had 3.8211.

Y. A secondary student who fails a course and repeats the course in the regular school

year, summer school or through a correspondence course shall be awarded the final grade received. The failing grade awarded for the initial course offering shall be calculated in the student’s cumulative grade point average (GPA). Additionally, no student shall repeat a course if the student passed the course during the initial offering.

Z. However, a student may audit a course for knowledge, but the student keeps the initial grade that has been placed on the transcript.

AA. A student enrolled in the alternative school for disciplinary reasons as an

alternative to expulsion, shall lose valedictorian, salutatorian, or academic honor status at the regular high school.

BB. A student enrolled in the alternative school shall be allowed to graduate on stage

at their home-based school if approved by the school administrator and Superintendent, unless the Superintendent deems it necessary for the safety and well-being of the faculty and students to deny approval. If a student’s disciplinary assignment was due to possession or use of drugs, possession of a weapon, threat of bodily harm to anyone, or assault on a teacher, the student will not be considered for an appeal or eligible to participate in graduation at the home-based school.

CC. Students must successfully complete the course requirements for a computer-based credit recovery program approved by the Department of Education. Students will receive the grade received on a local comprehensive final exam or an end of course exam developed by the Department of Education.

Final/Quarter Grade Changes

A. Incomplete work should be marked with a "0." When work is made up, the teacher must enter the correct grade.

B. Incomplete work must be completed within five days following the student’s

return to class, and grade changes reported to Data Entry (school level) no later than ten days following the student’s return to class.

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C. Grade changes should be completed by the teacher before handing in grade verification form(s) to appropriate school level personnel.

D. All grade change forms must be sent to the Principal for signature approval, and then sent to Data Entry (school level) for processing.

E. Upon approval of a grade change after the last day of school, the

Superintendent will submit the new grade change to the Power School Administrator to make the correction.

F. Any grade change due to an error found after the last day of school must have the approval of the school principal and Superintendent. Grade change forms must be signed by both the principal and Director of Secondary Education or Director of Elementary Education as applicable.

G. All grade change forms must be signed and submitted on the proper grade

change form. Otherwise, the Power School Administrator will not correct the grade error.

H. Before a grade change shall be considered after the last day of school, grades

in the grade book shall be subject to administrative review. All grades must equate to the new grade without addition and/or deletion of grades.

Report Cards

Report cards will be issued quarterly. They will be given for elementary and high school on the same date. The last report card for the school year in grades one through twelve will be mailed to the home address five school days after the last school day of the session. The issuance of report cards shall be governed by the following: A. NO GRADES SHALL BE CHANGED on any report card without the approval of

the principal. B. Report cards, attendance books, and grade books should always be kept in a

secure place.

C. NO STUDENT should be allowed to grade papers or copy grades for teachers when the grades become a part of their permanent record.

D. NO STUDENT shall have access to other students’ records or grades via

computer or hard copy or otherwise that have become a part of their permanent record.

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E. Pupil Progression Card recommended changes shall be returned to the SBLC for changes and not solely to the principal. The principal alone shall not make the changes. The principal shall be only one member of the committee making changes.

Policy Regarding SBLC’s Role in Grade Changing

The School Building Level Committee shall not change a student(s)’ grade(s) without an administrative review. If a grade is challenged, the procedure will begin with the School Building Level Committee meeting with the teacher to gather information as to how said teacher arrived at the challenged grade(s). Any recommendation for a change of grade shall be based on objective criteria. The objective criteria shall include, but not be limited to:

a. error in grade calculation (95, 76, 87, 93 = 315 / 4 = 78.7/C; Example of

grade calculation error)

b. negligence in correcting a test c. poor supervision during an exam (school-based administrators l or central

office administrators observation or other authentic documentation)

d. any extenuating circumstances that would negatively impact a fair grading procedure;

e. improper use of Power Teacher software.

NOTE: At no time are there any provisions allowing regular instructional students or students with disabilities to skip grades. Students/parents should not be encouraged to expect any movement to a higher grade during the year. Pupil progressions only occur at the end of the school year and/or summer school session. Social promotion is prohibited.

Honor Roll Requirements

Honor roll requirements shall be as follows:

Grades 6-12 students must earn a 3.0 or above and receive no "D's" or "F's" in the average to receive Honor Roll recognition on report cards.

Nine Weeks Exam Make-Ups

A student must take a quarterly exam on the regularly scheduled exam date(s), unless there are extenuating circumstances. Vacations are NEVER considered extenuating circumstances.

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A suspended student (in or out of school) shall have an opportunity to make up quarter exams instead of receiving a "zero" as an exam grade. The student must receive the grade earned on the quarter exam, which is 25% of the quarter grade. (Exception: If a student is suspended for a very grievous offense, such as assaulting a teacher, drugs, weapons, rape, etc., the student shall be prohibited from making up the quarterly exams. Local Board Policy.)

Early Exits/Final Exams

By local option, students who choose to leave school prior to the end of the academic school year may do so as their choice or option, but the district prohibits the administration of final exams prior to the end of the school year. (EXCEPTIONS: 1. physical illness or an injury that is acute or catastrophic in nature; 2. chronic illness that is acute; 3. protective custody; or 4. death in the immediate family (parents, siblings or grandparents.)

Evaluation Procedures Nine-week tests are to be administered in grades five through twelve. Louisiana state mandated assessments will be administered in the spring as scheduled by the Louisiana Department of Education in grades 3 - 12.

End-of-Course (EOC) Tests

1. Students enrolled in a course for which there is an EOC test must take the EOC test.

`

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Plaquemines Parish School Board Special Education Department ACT 833

Performance Criteria High School Performance Criteria Eligibility ACT 833 eligible - Students who do not achieve a score of Fair, Good, or Excellent after two attempts of the same EOC test.

I. Individual Performance Criteria developed by IEP Teams may be incorporated

when awarding Carnegie Units provided the criteria preserves the same

knowledge, skills, and levels of achievement expected of all students.

II. Standardized Performance Criteria for ACT 833 eligible IEP EOC student

participants.

A. At least an equivalency of a D on the EOC standard score

B. At least a 67% average on all class work, home work, projects, and grades

Applies to students who entered a High School during or prior to the 12-13 cohort. ACT 833 eligible students who do not achieve benchmark scores on a combination of one EOC test and either.

I. Another EOC test

II. A High School LAA2 Assessment

III. An EOC retest

IV. Standardized Performance Criteria for ACT 833 eligible IEP EOC student

participants.

A. At least an equivalency of a D on the EOC standard score

B. At least a 67% average on all class work, home work, projects, and grades

Eighth Grade Performance Criteria Must follow the Pupil Progression Card for Criteria 1, 2, and 3.

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ACT 833 Eligibility - Students who do not meet the required benchmark scores on two out of three most recent state assessments (6th, 7th, or 8th grades) ACT 833 Decision Determination.

I. Determine if the student has met the IEP goals (IEP teacher, Regular

education teacher, and related service providers)

II. Determine if the student has met minimum skills/competencies necessary for

promotion as defined by the IEP teacher

III. If necessary, the IEP team should review the promotion recommendation

made by the teacher and determine if promotion to the next grade is

appropriate.

IV. Complete end of year grade level assessment

A. An SRI score will be used for a baseline, and growth will be projected by

the IEP team for end of year promotion.

Transitional 9th Grade Considerations Eligibility - End of year grade level assessment has not been met by student.

I. Student attends 8th grade summer enrichment and meets minimum

attendance requirements of 2 days. Extenuating Circumstances will be

determined on an individual basis.

II. If student does not meet expected growth rate, the IEP team will determine

promotion based on ACT 833 and the following steps.

A. Determine if the student has met the IEP goals (IEP teacher, Regular


B. Determine if the student has met minimum skills/competencies necessary

for promotion as defined by the IEP teacher

C. If necessary, the IEP team should review the promotion recommendation


appropriate.

D. IEP team should decide if student’s special education

minutes/accommodations should be increased to meet the student’s

individual deficits. If student enters the self-contained placement

(minutes), a re-evaluation must be conducted.

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Fourth Grade Performance Criteria Must follow the Pupil Progression Card for Criteria 1, 2, and 3. Student becomes eligible for IEP team promotion decision (ACT 833) based on 3rd grade assessment scores. ACT 833 Decision Determination.







appropriate.


A. An SRI score will be used for baseline data, and growth will be projected by

the IEP team for end of year promotion.

1. Summer Remediation requirements/recommendation will be

determined by IEP team.

Fifth through Seventh grade Performance Criteria Must follow the Pupil Progression Card for Criteria 1, 2, and 3. ACT 833 Decision Determination.



II. Determine if the student has met minimum skills/competencies

necessary for promotion as defined by the IEP teacher

III. If necessary, the IEP team should review the promotion

recommendation made by the teacher and determine if promotion to

the next grade is appropriate.


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A. An SRI score will be used for baseline data, and growth will be

projected by the IEP team for end of year promotion.

Kindergarten through Third grade Performance Criteria Must follow the Pupil Progression Card for Criteria 1 and 2.







appropriate


A. Kindergarten – determined by IEP team

B. 1st thru 3rd - ELA/Math Assessments % determined by IEP team

LAA1 Students eligible for LAA1 are evaluated on the extended standards and, therefore, not required to pass state assessments for purposes of graduation. They will participate in EOC if part of Carnegie Unit grade average. If a student is taking the LAA1 assessment it is not necessary to identify them as ACT 833 eligible in SER. Performance Criteria for students eligible for participation in LAA1 Students will be required to participate in the LAA 1 assessment and must meet the requirements for this component in both ELA and math in one of two ways:

I. Students may achieve “Exceeds Standards” or “Meets Standards” on the LAA 1 assessment II. Students unable to achieve the standard of proficiency on the LAA 1 may meet this component through a portfolio of student achievement in that subject evaluated by the special education director or his/her designee •Portfolio must include student data demonstrating growth on the extended standards during high school and attainment of IEP goals

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A. The portfolio must contain evidence of student learning in all core subject areas over at least four years of high school academics

Eligible students will be required to complete 7-9 career course credits The career program and course sequence must include:

I. Interest assessment II. Career-focused courses including, but not limited to, foundational workplace

skills (including transitional courses) III. Hands-on workplace experiences appropriate to their interest (community-based,

where practicable) IV. Students will be required to achieve an IEP-determined rating on a workforce

readiness survey or specific career task analysis. The Department will be posting suggested resources and encourages districts that may have resources to share them with LDE staff. (See example here)

V. Students must meet at least one work-or-career-related IEP goal.

Prior to the student exiting the school system, the IEP team must create a detailed plan of action for postsecondary success (Summary of Performance) that meets one of the following (from Act 833):

VI. Employment in integrated, inclusive work environments, based on the student’s abilities and local employment opportunities, in addition to sufficient self-help skills to enable the student to maintain employment without direct or continuous educational support from the school district

VII.Demonstrated mastery of specific employability skills and self-help skills that indicate that he does not require direct and continuous educational support from the school district VIII. Access to services that are not within the legal responsibility of public education or employment or educational options for which the student has been prepared by the academic program

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PARENT’S REFUSAL OF SUMMER REMEDIATION

I, __________________________, parent or guardian of ________________________ (parent’s name) (student’s name) have been informed of the remediation resources offered at _____________________. (school) I am refusing remediation services for my child for the following reason(s):

___________________________ _______________________ Parent’s Signature Date __________________________ ________________________ Student’s Signature Date __________________________ ________________________ Principal or Designee’s Signature Date

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MEMBERS:

JAN MORGAN, District 1 DANIEL MORRILL, District 2 COREY ARBOURGH, District 3 JOYCE LAMKIN, District 4 SHAYNE MEYERS, District 5 FRAN BAYHI-MARTINEZ, District 6 CARLTON LAFRANCE, District 7 PAUL LEMAIRE, JR., District 8 CHARLES SOILEAU, District 9

Plaquemines Parish School Board

WOODLAND INSTRUCTIONAL OFFICE 1484 Woodland Hwy.

Belle Chasse, Louisiana 70037 Phone (504) 595-6400 FAX (504) 398-9990

www.ppsb.org

DENIS A. ROUSSELLE

Superintendent

http://www.ppsb.org/

APPENDIX A Definition of Terms Academically Abled Students – one who is functioning at grade level with a “C” or above average and has mastered all necessary skills to be on that level. Acceleration – advancement of a pupil at a rate faster than usual in or from a given grade or course. This may include gifted students identified according to Bulletin 1508. Alternate Assessment – the substitute way of gathering information on the performance and progress of students who do not participate in typical state assessments. Alternative to Regular Placement – placement of students in programs which are not required to address “State Grade Level Performance Standards.” At-Risk Pupil – a pupil with a profile that indicates a combination of factors that often leads to dropping out, including, but not limited to, failure, drug abuse, delinquency, pregnancy, etc., frequently reflecting family problems, low socio-economic status, unemployment, and other environmental conditions not conducive to school success. Content Standards – Statements addressing what students should know and be able to do. They promote and develop thinking processes which students will use in both classroom and real work situations and address the delivery of educational needs of all Louisiana students. The content standards have been developed for all Louisiana students. DSC – Developing Skills Checklist ELA – English Language Arts EOC – End of Course ESL – English as a Second Language IAP – Individual Accommodations Plan (Instructional Plan for 504 Students) IEP – Individual Educational Plan (Instructional Plan for IDEA Students) Inclusion – refers to the commitment to educate each child to the maximum extent appropriate in the school and classroom that he or she would otherwise attend. IPI – Individualized Plan of Instruction (Instructional Plan for Transitional/Alternative School)

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Language Minority Student – one whose home language is other than English as determined by a Home Language Survey. LEAP Summer School – The summer school program offered by the LEA for the specific purpose of preparing students to pass the LEAP English/Language Arts and Mathematics Tests. LEP – Limited English Proficient Louisiana Educational Assessment Program (LEAP) – the state’s testing program that includes grades 3, 5, 6, and 7 Louisiana Norm-Referenced Testing Program (ITBS); grades 4 and 8 Criterion-Referenced Testing Program including English/language arts, mathematics, science, and social studies, and Graduation Exit Exam. 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 supplements the grade level approved by the State Board of Elementary and Secondary Education; particular emphasis shall be placed upon the student’s mastery of the basic skills of reading, writing, and mathematics before he would be recommended for promotion or placement provided that other factors shall be considered.” (Act 408) Regular Instructional Program – a comprehensive program of study designed for all students based on grade level performance standards with significant variations allowed in time requirements, methods of presentation, and materials used. 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. Remedial Programs – programs designed to assist students including identified exceptional and Non-Limited English Proficient (LEP) students, to overcome educational deficits identified through the Louisiana Educational Assessment Program and other local criteria. Remediation – see remedial programs. Retention – non-promotion of a pupil from a lower to a higher grade based on local and state criteria contained in these guidelines. SBLC – School Building Level Committee

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Plaquemines Parish Public Schools Promotion Checklist

Kindergarten

Student’s Name:________________________ School:__________________________ Date of Birth:___________________________ Teacher:_________________________ School Year ___________________________ Criteria 1 and 2 must be met for the student to be promoted to the next grade.

Criterion 1 Met Attendance Requirement (mandatory) yes ____ no ____ (If no, must be approved by CWAO.)

Criterion 2

- Mastery of Skills-Kindergarten Report Card (75%) yes_____ no_____

_____ Reading Score _____ Math Score _____ Average

- Plaquemines Parish Academic Readiness Assessment Score (75%) yes_____

no_____ _____ Reading Score _____ Math Score _____ Average

NOTE: Any student who fails one of the two components of Criterion 2 may be referred to the SBLC. Any student not meeting Criterion 2 will be recommended for Tier Interventions.

Promotion Decision SBLC Decision Promoted to 1st Grade ________ AP Retained in Kindergarten ________ Promotion due to prior retention AP into 1st Grade ________ in Kindergarten _______ (critieria on back) Retained in Kindergarten _________ Promoted via IEP team decision ______

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CRITERIA FOR SCHOOL BUILDING LEVEL COMMITTEE

CRITERIA YES NO Does the student receive Title I, RTI or Other Remedial Programs? ____ ____ Is the student socially mature? ____ ____ Is the student physically mature? ____ ____ Is the student over-aged? ____ ____ Has the student missed less than 11 days? ____ ____ Did the student score Strategic or Benchmark on DIBELS Next? ____ ____ Did the student participate in ELDA (LEP Students)? ____ ____ Was the student retained in kindergarten? ____ ____ Does the student have a good attitude and put forth effort? ____ ____ Did the student score close to passing on the PPARA? ____ ____ Did the student score close to passing on the ELA and Math Assessments? ____ ____ Did the student score close to mastery of 75% of report card skills? ____ ____ TOTAL (Six Favorable Responses Needed) ____ ____

COMMITTEE RECOMMENDATIONS

Promoted: _____ Retained: _____ Tutoring:_____ Extended School Year Program/Summer Intervention Program: ______ Signatures of Committee: _____________________________ Principal

____________________________ Counselor

_____________________________ Teacher(current)

_____________________________ Teacher (Next Year)

_____________________________ Parent

_____________________________ Pupil Appraisal

_____________________________ Child Welfare and Attendance Officer


1st Grade

Student’s Name:_______________________ School:__________________________ Date of Birth:__________________________ Teacher:_________________________ School Year _________________________ Criteria 1 and 2 must be met for the student to be promoted to the next grade. The student must pass both ELA AND MATH to meet criterion 2.

Criterion 1 Met Attendance Requirement (mandatory) yes ____ no ____ (If no, must be approved by CWAO.) Criterion 2 Passed ELA and Math (mandatory) yes ____ no ____ Passed ELA (mandatory) yes ____ no ____ Passed Math (mandatory) yes ____ no ____

Student must pass both English Language Arts and Math CRT to meet Criterion 3. Criterion 3 ELA/ Math Assessments yes ____ no ____

ELA CRT Score (75%) ______ Passing: yes____ no ____ Math CRT Score (75%) _____ Passing: yes____ no ____ NOTE: Any student who doesn’t meet Criterion 3 must be referred to the SBLC. Any student not passing Criterion 2 or 3 will be recommended for Tier Interventions. Any student failing ELA OR MATH shall be retained.

Promotion Decision SBLC Decision Promoted to 2nd Grade ________ AP Retained in 1st Grade ________ Promotion due to prior retention _______ AP into 2nd Grade ________ (criteria on back) Retained in 1st Grade ________ Promoted via IEP team decision ______


CRITERIA YES NO Does the student receive Title I, RTI or Other Remedial Programs? ____ ____ Is the student socially mature? ____ ____ Is the student physically mature? ____ ____ Is the student over-aged? ____ ____ Has the student missed less than 11 days? ____ ____ Did the student score Strategic or Benchmark on DIBELS Next? ____ ____ Did the student receive Project READ (Grades 1, 2 & 3)? ____ ____ Did the student participate in ELDA (LEP Students)? ____ ____ Was the student in this grade more than once? ____ ____ Was the student retained in kindergarten? ____ ____ Does the student have a good attitude and put forth effort? ____ ____ Did the student score close to passing on the Local ELA CRT? ____ ____ Did the student score close to passing on the Local Math CRT? ____ ____ Did the student pass ELA and math? ____ ____ TOTAL (Seven Favorable Responses Needed) ____ ____


Promoted: _____ Retained: _____ Tutoring:_____ Extended School Year Program/Summer Intervention Program: ______ Signatures of Committee: _____________________________ Principal ____________________________ Counselor _____________________________ Teacher(current) _____________________________ Teacher (Next Year) _____________________________ Parent _____________________________ Pupil Appraisal _____________________________ Child Welfare and Attendance Officer


2nd Grade

Student’s Name:________________________ School:__________________________ Date of Birth:________________________ Teacher:_________________________ School Year _________________________ Criteria 1 and 2 must be met for the student to be promoted to the next grade. Students must pass both ELA AND MATH to meet criterion 2.

Criterion 1 Met Attendance Requirement (mandatory) yes ____ no ____

(If no, must be approved by CWAO.)

Criterion 2 Passed ELA and Math Subjects (mandatory) yes ____ no ____ Passed ELA (mandatory) yes ____ no ____ Passed Math (mandatory) yes ____ no ____

Student must pass both ELA and Math CRT to meet Criterion 3. Criterion 3 ELA/ Math Assessments yes ____ no ____

ELA CRT Score (75%) ______ Passing: yes____ no ____ Math CRT Score (75%) _____ Passing: yes____ no ____ NOTE: Any student who doesn’t meet Criterion 3 must be referred to the SBLC. Any student not passing Criterion 2 or 3 will be recommended for Tier Interventions. Any

student failing ELA OR MATH shall be retained. Promotion Decision SBLC Decision Promoted to 3rd Grade ________ AP Retained in 2nd Grade ________ Promotion due to prior retention _______ AP into 3rd Grade ________ (criteria on back) Retained in 2nd Grade ________ Promoted via IEP team decision ______


CRITERIA YES NO Does the student receive Title I, RTI or Other Remedial Programs? ____ ____ Is the student socially mature? ____ ____ Is the student physically mature? ____ ____ Is the student over-aged? ____ ____ Has the student missed less than 11 days? ____ ____ Did the student score Strategic or Benchmark on DIBELS Next? ____ ____ Did the student receive Project READ (Grades 1, 2 & 3)? ____ ____ Did the student participate in ELDA (LEP Students)? ____ ____ Was the student in this grade more than once? ____ ____ Was the student retained in kindergarten or first grade? ____ ____ Does the student have a good attitude and put forth effort? ____ ____ Did the student score close to passing on the Local ELA CRT? ____ ____ Did the student score close to passing on the Local Math CRT? ____ ____ Did the student pass ELA? ____ ____ Did the student pass math? ____ ____ TOTAL (Seven Favorable Responses Needed) ____ ____


Promoted: _____ Retained: _____ Tutoring:_____ Extended School Year Program/Summer Intervention Program: ______ Signatures of Committee: _____________________________ Principal ____________________________ Counselor _____________________________ Teacher(current) _____________________________ Teacher (Next Year) _____________________________ Parent _____________________________ Pupil Appraisal



3rd Grade

Student’s Name:________________________ School:__________________________ Date of Birth:________________________ Teacher:_________________________ School Year ________________________ Criteria 1 and 2 must be met for the student to be promoted to the next grade. The student must pass both ELA AND MATH to meet Criterion 2.

Criterion 1 Met Attendance Requirement (mandatory) yes ____ no ____ (If no, must be approved by CWAO.) Criterion 2 Passed ELA and Math (mandatory) yes ____ no ____ Passed ELA yes ____ no ____ Passed Math yes ____ no ____

Criterion 3 Student must achieve one of the following:

Proficiency as defined by LDE on ELA & Math state mandated assessments

75% correct on the local ELA & Math CRT

State Mandated Assessments

OR

Local CRT Percent Correct

ELA

Math

ELA

Math

A M B AB U Pass Fail


______% Pass Fail

_____% Pass Fail

NOTE: Any student who doesn’t meet Criterion 3 must be referred to the SBLC. Any student not passing Criterion 2 or 3 will be recommended For Tier Interventions.

Promotion Decision SBLC Decision Promoted to 4th Grade ________ AP Retained in 3rd Grade ________ Promotion due to prior retention ________ AP into 4th Grade ________ (criteria on back) Retained in 3rd Grade ________ Promoted via IEP team decision ______


CRITERIA YES NO Does the student receive Title I, RTI or Other Remedial Programs? ____ ____ Is the student socially mature? ____ ____ Is the student physically mature? ____ ____ Is the student over-aged? ____ ____ Has the student missed less than 11 days? ____ ____ Did the student score Strategic or Benchmark on DIBELS Next? ____ ____ Did the student receive Project READ (Grades 1, 2 & 3)? ____ ____ Did the student score close to passing on the local ELA CRT test? ____ ____ Did the student score close to passing on the local Math CRT test? ____ ____ Did the student participate in ELDA (LEP Students)? ____ ____ Was the student in this grade more than once? ____ ____ Was the student retained in K, 1st, or 2nd? ____ ____ Does the student have a good attitude and put forth effort? ____ ____ Did the student pass ELA? ____ ____ Did the student pass math? ____ ____ TOTAL (Seven Favorable Responses Needed) ____ ____




4th Grade

Student’s Name:________________________ School:__________________________ Date of Birth:________________________ Teacher:_________________________ School Year _________________________ Criteria 1, 2, and 3 must be met for the student to be promoted to the next grade.

Criterion 1 Met Attendance Requirement (mandatory) yes ____ no ____ (If no, must be approved by CWAO.)

Criterion 2 Passed 3 out of 4 Major Subjects yes ____ no __

NOTE: If the student fails both ELA & Math, he MUST repeat the grade.





OR


ELA

Math

ELA

Math



______% Pass Fail

_____% Pass Fail

NOTE: Any student not meeting Criteria 3 must attend summer remediation. Any student who doesn’t show growth at the end of remediation must be referred to the SBLC. Promotion decisions cannot be finalized until completion of summer remediation.

Summer remediation required: yes _____ no _____

NOTE: Any student not passing Criterion 2 or 3 will be recommended for Tier Interventions.

Promotion Decision SBLC Decision

Promoted to 5th Grade ________ AP Retained in 4th Grade ______ Promotion due to 2nd year in grade________ AP into 5th Grade ________ Retained in 4th Grade ________ (criteria on back)

Promoted via IEP team decision ______

Complete only after Summer Remediation:

Met summer attendance requirements: yes _____ no _____

Promoted to 5th grade __________ (met passing standard) Promoted to 5th grade __________ (via transition waiver) Promoted via IEP team decision ______ Retained in 4th grade __________


CRITERIA YES NO Does the student receive Title I, RTI or Other Remedial Programs? ____ ____ Is the student socially mature? ____ ____ Is the student physically mature? ____ ____ Is the student over-aged? ____ ____ Has the student missed less than 11 days? ____ ____ Did the student participate in ELDA (LEP Students)? ____ ____ Was the student in this grade more than once? ____ ____ Was the student retained in K, 1st, 2nd, 3rd, or 4th? ____ ____ Does the student have a good attitude and put forth effort? ____ ____ Did the student score close to passing on the local ELA CRT test? ____ ____ Did the student score close to passing on the local Math CRT test? ____ ____ Did the student pass 3 out of the 4 major subjects? ____ ____ Did the student pass ELA and Math? ____ ____ TOTAL (Six Favorable Responses Needed) ____ ____



____________________________ Counselor

_____________________________ Teacher (current)


_____________________________ Parent

_____________________________ Pupil Appraisal



5th Grade

Student’s Name:________________________ School:__________________________ Date of Birth:________________________ Teacher:_________________________ School Year _________________________ Criteria 1 and 2 must be met for the student to be promoted to the next grade.

Criterion 1 Met Attendance Requirement (mandatory) yes ____ no ____ (If no, must be approved by CWAO.) Criterion 2 Passed 3 out of 4 Major Subjects yes ____ no ____






OR


ELA

Math

ELA

Math



______% Pass Fail

_____% Pass Fail

NOTE: Any student who doesn’t meet Criterion 3 must be referred to the SBLC. Any student not passing Criterion 2 or 3 will be recommended for Tier Interventions. Promotion Decision SBLC Decision Promoted to 6th Grade ______ AP Retained in 5th Grade _____ Promotion due to 2nd year in grade 5________ AP to 6th Grade ________ (criteria on back) Retained in 5th Grade________ Promoted via IEP team decision ______


CRITERIA YES NO Does the student receive Title I, RTI or Other Remedial Programs? ____ ____ Is the student socially mature? ____ ____ Is the student physically maturity? ____ ____ Is the student over-aged? ____ ____ Has the student missed less than 11 days? ____ ____ Did the student score close to passing on the local ELA CRT test? ____ ____ Did the student score close to passing on the local Math CRT test? ____ ____ Did the student participate in ELDA (LEP Students)? ____ ____ Was the student in this grade more than once? ____ ____ Was the student retained in K, 1st, 2nd, 3rd or 4th? ____ ____ Does the student have a good attitude and put forth effort? ____ ____ Did the student pass 3 out of the 4 major subjects? ____ ____ Did the student pass ELA and Math? ____ ____ TOTAL (Six Favorable Responses Needed) ____ ____




6th Grade

Student’s Name:________________________ School:__________________________ Date of Birth:________________________ Teacher:_________________________ School Year _________________________ Criteria 1 and 2 must be met for the student to be promoted to the next grade.

Criterion 1 Met Attendance Requirement (mandatory) yes ____ no ____ (If no, must be approved by CWAO.) Criterion 2 Passed 3 out of 4 Major Subjects yes ____ no ____






OR


ELA

Math

ELA

Math



______% Pass Fail

_____% Pass Fail

NOTE: Any student who doesn’t meet Criterion 3 must be referred to the SBLC. Any Student not passing Criterion 2 or 3 will be recommended for Tier Interventions.

Promotion Decision SBLC Decision Promoted to 7th Grade AP Retained in 6th Grade ________ Promotion due to prior retention AP to 7th Grade ________ in grades 5 or 6 ________ (criteria on back) Retained in 6th Grade ________ Promoted via IEP team decision ______


CRITERIA YES NO Does the student receive Title I, RTI or Other Remedial Programs? ____ ____ Is the student socially mature? ____ ____ Is the student physically mature? ____ ____ Is the student over-aged? ____ ____ Has the student missed less than 11 days? ____ ____ Did the student score close to passing on the local ELA CRT test? ____ ____ Did the student score close to passing on the local ELA Math test? ____ ____ Did the student participate in ELDA (LEP Students)? ____ ____ Was the student in this grade more than once? ____ ____ Was the student retained in K, 1st, 2nd, 3rd, 4th, or 5th? ____ ____ Does the student have a good attitude and put forth effort? ____ ____ Did the student pass 3 out of the 4 major subjects? ____ ____ Did the student pass ELA and Math? ____ ____ TOTAL (Six Favorable Responses Needed) ____ ____




7th Grade Student’s Name:________________________ School:__________________________ Date of Birth:________________________ Teacher:_________________________ School Year _________________________ Criteria 1 and 2 must be met for the student to be promoted to the next grade.

Criterion 1 Met Attendance Requirement (mandatory) yes ____ no ____ (If no, must be approved by CWAO.) Criterion 2 Passed 3 out of 4 Major Subjects yes ____ no ____ NOTE: If the student fails both ELA & Math, he MUST repeat the grade.





OR


ELA

Math

ELA

Math



______% Pass Fail

_____% Pass Fail

NOTE: Any student who doesn’t meet Criterion 3 must be referred to the SBLC. Any Student not passing Criterion 2 or 3 will be recommended for Tier Interventions.

Promotion Decision SBLC Decision Promoted to 8th Grade ________ AP in 7th Grade ________ Promotion due to prior retention in grades 5, 6, or 7 ________ AP into 8th Grade ________ (criteria on back) Retained in 7th Grade ________ Promoted via IEP team decision ______

SUMMER SCHOOL ELIGIBILITY NOTE: If one of the two major subjects that a student fails is ELA OR mathematics,

summer school is recommended for that subject. If the student fails ELA AND mathematics, or three major subjects,

then he or she must repeat the grade. Summer school is recommended for enrichment ONLY and not for promotion.


CRITERIA YES NO Does the student receive Title I, RTI or Other Remedial Programs? ____ ____ Is the student socially mature? ____ ____ Is the student physically mature? ____ ____ Is the student over-aged? ____ ____ Has the student missed less than 11 days? ____ ____ Did the student score close to passing on the local ELA CRT test? ____ ____ Did the student score close to passing on the local Math CRT test? ____ ____ Did the student participate in ELDA (LEP Students)? ____ ____ Was the student in this grade more than once? ____ ____ Was the student retained in K, 1st, 2nd, 3rd, 4th, 5th, or 6th? ____ ____ Does the student have a good attitude and put forth effort? ____ ____ Did the student pass 3 out of the 4 major subjects? ____ ____ Did the student pass ELA and Math? ____ ____ TOTAL (Six Favorable Responses Needed) ____ ____



____________________________ Counselor

_____________________________ Teacher(current)


_____________________________ Parent

_____________________________ Pupil Appraisal



8th Grade

Student’s Name:________________________ School:__________________________

Date of Birth:________________________ Teacher:_________________________

School Year _________________________

Criteria 1, 2, and 3 must be met for the student to be promoted to the next grade.

Criterion 1 Met Attendance Requirement (mandatory) yes ____ no ____ (If no, must be approved by CWAS) Criterion 2 Passed 3 out of 4 Major Subjects yes ____ no ____






OR


ELA

Math

ELA

Math A M B AB U

Pass Fail A M B AB U

Pass Fail ______%

Pass Fail _____%

Pass Fail

NOTE: Any student not meeting Criterion 3 must attend summer remediation. Any student who doesn’t show growth at the end of remediation must be referred to the SBLC. Promotion decisions cannot be finalized until completion of summer remediation.

Summer remediation required: yes _____ no _____

NOTE: Any Student not passing Criterion 2 or 3 will be recommended for Tier Interventions.

Promotion Decision SBLC Decision

________ Retained in 8th Grade ________ AP Retained in 8th Grade ________ Promoted to 9th Grade ________ AP 9th Grade ________ Promoted to Transitional 9th Grade (criteria on back) ________ Promoted via IEP team decision

Complete only if Summer Remediation required:

Met attendance requirements: yes _____ no _____ Summer School Promotion Decision:

_____ Retained in 8th grade _____ Promoted to 9th Grade _____ Promoted to Transitional 9th Grade _____ Promoted to 9th Grade via state waiver _____ Promoted via IEP team decision

Note: If promoted via the transitional 9th grade policy, student must enroll in and pass a high school remedial course in the subject he/she did not meet the promotional standard.


CRITERIA YES NO Does the student receive Title I, RTI or Other Remedial Programs? ____ ____ Has the student met the attendance requirements? ____ ____ Is the student over-aged? ____ ____ Was the student retained in grades K-8? ____ ____ Did the student have less than 4 suspensions? ____ ____ Does the student have a reading level minimum of 500 lexile level as determined by Scholastic Reading Inventory (+/- lexile points)? ____ ____ Did the student score close to passing on the local ELA CRT test? ____ ____ Did the student score close to passing on the local Math CRT test? ____ ____ Did the student pass ELA and Math? ____ ____ TOTAL (Four Favorable Responses Needed) ____ ____


_____ Retained in 8th Grade _____ Promoted to 9th Grade via state waiver _____ Promoted to 9th Grade _____ Extended School Year Program _____ Promoted to Transitional 9th Grade _____ Summer Remediation Signatures of Committee: _____________________________ Principal ____________________________ Counselor _____________________________ Teacher(current) _____________________________ Teacher (Next Year) _____________________________ Parent _____________________________ Pupil Appraisal _____________________________ Child Welfare and Attendance Officer

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Plaquemines Parish School System Pupil Progression ... · race, religion, sex, or genetic information. Inquiries concerning the LDOE’s compliance with Title IX and other civil rights

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