Pupil Progression Plan for St. James School System for ...

Pupil Progression Plan

for

St. James School System

for

2013-2014

Submitted to Louisiana Department of Education

August 2013

TABLE OF CONTENTS

Section I Formal Submission Statement 3

Section II State and District Policies

Placement 4-18

Attendance 19

Promotion K-8 19

Promotion 9-12 22

Retention Policy 26

Acceleration 26

Remediation 28

Alternative Schools/Programs/Settings 34

Other Policies and Procedures 35

Appendices

Appendix A Definition of Terms 38-39

Appendix B Promotion/Retention Policy 40-41

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 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. For an initial placement in first grade, a child who has not attended a full-day public or private kindergarten for a full year must meet the following criteria: 1. Must have a chronological age of 6 years by September 30th of the

current year. 2. Must achieve academic and developmental readiness as indicated on the St. James Parish Public Schools' Developing Skills Checklist (DSC) screening instrument.

Students who do not attend a full-day State approved kindergarten will not be held to higher standards than those students who do. The age requirements are aligned with the entry age for kindergarten. Students must show evidence of academic and developmental readiness for initial placement in first grade. Continued placement in first grade will require that the students demonstrate readiness as determined by a professional evaluation conducted by a classroom teacher.

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

a. The age at which a child may enter the first grade of any public school at

the beginning of the public school session shall be six years on or before September thirtieth of the calendar year in which the school year begins. (Bulletin 741 §1111 D.)

b. Each local educational governing authority, by rule, may provide for a child

of younger age to enter kindergarten, provided that such child has been evaluated and identified as gifted in accordance with the regulations of the DOE for such evaluation. Any child admitted to kindergarten pursuant to this paragraph shall be eligible to enter first grade upon successful completion of kindergarten, provided all other applicable entrance requirements have been fulfilled. (Bulletin 741 §1111 C.1.) St. James Parish Public School students identified as gifted must meet minimal age requirements of 5 years old by September 30th.

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.) Any child entering the first grade must meet the following criteria 1. Must have a chronological age of 6 years by September 30th of the

current year. 2. Must achieve academic and developmental readiness as indicated on the St. James Parish Public Schools' Developing Skills Checklist (DSC) screening instrument.

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.)

Initial placement in kindergarten is determined by the use of a state and district approved screening instrument Developing Skills Checklist (DSC). 5

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.

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-selected LEAP 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-selected LEAP 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 LEAP test and/or do not attend summer remediation.

Students in grades fourth and eighth 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-selected placement test.

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Elementary (K-8) students transferred from a state approved school, public or non-public, in- or out-of-state, or from a foreign country, shall be allowed credit for work completed in the former school. Diagnostic testing or additional assessment may be used to determine appropriate placement.

When a student transfers from one school to another, a properly certified transcript, showing the student's record of attendance, achievement, immunization records, and the units of credit earned, shall be required. (Bulletin 741)

Effective with the 2000-2001 school year, students in grades 5 and 9 transferring to the public school system prior to February 15 from any in-state nonpublic school, 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-developed LEAP 21 placement test.

High school (9-12) students with prior schooling outside the parish shall present evidence of the grade level they have achieved elsewhere in order to be enrolled. All high school credits accumulated by the students in an approved public or non-public school as indicated on an official transcript shall be accepted.

Local school officials from any state approved school receiving a student from an unapproved school, in- or out-of-state, will determine the placement and/or credits for the student. The principal and/or superintendent may require the student to take an entrance examination 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 will show when and where the credit was earned. In accordance with Bulletin 741 guidelines, when a student transfers from the Home Study Program to an approved public school, the school will have the authority to test the student to determine the appropriate grade level placement or subject matter unit credit. 7

Placement Kindergarten A student transferring as a kindergarten student into the St. James Parish Public Schools must have reached the age of 5 years by September 30th to be eligible for kindergarten. The student’s placement in kindergarten will be determined by the use of the DSC Screening instrument. The results of the screening will be used to place the student in an instructional setting according to developmental needs. 1st Grade A student transferring as a first grade student into the St. James Parish Public Schools must meet the following criteria: 1. Must have a chronological age of 6 years by September 30th of the

current year. 2. Must achieve academic and developmental readiness as indicated on the St. James Parish Public Schools' Developing Skills Checklist (DSC) screening instrument.

Grades 1-8 The following transfer/re-admission procedures must be followed for grade placement of a re-entering Home Study student in grades 1-8: Step 1: The parent must provide verification that the student was enrolled

in the Home Study Program with the Louisiana State Department of Education for the previous school year. If the parent does not provide verification, the student will be considered absent from school and will be placed in the grade level as evidenced by his/her prior school records.

Step 2: The principal will request that the parent provide a report card verifying the last grade attended by the student in a public, private, or parochial school. (if applicable)

Step 3: If a student’s anticipated grade placement is grade 5, the student

must have evidence that he/she has taken the English/language arts and mathematics portions of the state approved or the state developed placement test, and has attained a proficiency rating as established by the Louisiana Department of Education.

Step 4: The school system will administer a test to students whose

anticipated grade placement is in grades 3, 4, 6, 7 and 8. The level of the test to be administered will be determined by the student’s anticipated grade placement as evidenced by a prior report card or by the Home Study application.

Step 5: A. If the student meets the established criteria on the state

approved test, then the student will be placed in the anticipated grade level as evidenced by prior report cards and the grade designation on the previous Home Study application.

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B. If the student does not meet the criteria on the state approved test, then the student will be placed in the grade level at which the test was administered. Verification of the student’s anticipated current grade placement can be obtained from the Home Study application and the student’s previous report card. The student’s progress will be monitored by the assigned teacher over a two week period to determine the appropriateness of placement. At the end of two weeks, if the student demonstrates competency beyond the current grade placement in both reading and mathematics, he/she will be recommended for placement in the next higher grade level. The School Building Level Committee will consider the teacher recommendation, review all data and determine appropriate placement of the student.

Grades 9 - 12:

The following placement procedures will provide a comprehensive assessment plan for determining whether Carnegie unit will be awarded to a student returning from Home Study: Step 1: The parent must provide verification that the student was enrolled

in the Home Study Program with the Louisiana State Department of Education from the previous year. If the parent does not provide verification, then the student will be placed in the anticipated grade level as evidenced by his/her prior school records and Carnegie units previously earned.

Step 2: The principal will request that the parent provide a report card

verifying the last grade attended by the student in a public, private, or parochial school. (if applicable)

Step 3: If a student’s anticipated grade placement is grade 9, the student

must have evidence that he/she has taken the English/language arts and mathematics portions of the state approved or the state developed placement test, and has attained a proficiency rating as established by the Louisiana Department of Education.

Step 4: A. The parent will provide documentation of a sustained curriculum during the Home Study Program in the subject areas for which Carnegie unit credit is being requested. Additionally results from a state or national approved test indicating a proficient score. If the parent provides documentation, then the student will be administered the appropriate proficiency examinations to determine if Carnegie unit credit can be awarded for the subjects taught in the Home Study Program.

B. If the student does not meet the above criteria, the student will

be administered a district approved test or will be required to repeat the course.

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Step 5: A student admitted to grades 9-12 who meets the criteria established in step 4 will be granted Carnegie units of credit. The student will not be allowed to take proficiency examinations in courses previously completed in high school or at level below that which the student has completed.

Step 6: A student who has demonstrated a passing score on the

proficiency examination, the course title, year taken, P/F (Pass or Fail), and unit of credit earned shall be entered on the Certificate of High School Credits (transcript). C.E. (Credit Examination) must be indicated in the remarks column.

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.

At the time of a student's initial enrollment, a Home Language Survey is completed to determine the primary or home language. If the student's primary language is not English and/or the student's home language is not English, the student is screened to determine his/her proficiency in the English language. The completed survey is placed in the student's cumulative folder.

b. Establish procedures to determine if language minority students are

Limited English Proficient.

The Language Assessment Scales (LAS) is used to determine a student's degree of proficiency in oral English, as well as in reading and writing English. Following testing, students needing language services are assigned to the appropriate school and transportation is arranged if needed. The student receives appropriate assistance in his/her area of weakness using English as a Second Language (ESL) techniques.

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.

If there is a discrepancy between chronological age and grade placement based on records and/or screening, the student is placed no more than one grade level below chronological age/grade placement.

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

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SBLC will monitor and track attendance, behavior and academic progress of former LEP students for two years.

NOTE: This plan cannot negate any applicable federal or state laws, statutes and court decision regarding the education of non-limited English proficient students. (Bulletin 1851)

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.).

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

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)).

The St. James Parish School Board, the superintendent, the principal, the teacher, and/or the parent or guardian may initiate a request to review promotion and placement decisions. Such requests for review must be filed with the appropriate official within ten (10) working days of the receipt of the placement decision. Records, reports, and any other evaluative criteria upon which the promotion or placement decision rests shall be available, within the confines of the confidentiality laws, to the qualified individual initiating the review. The general procedure of due process shall be followed in the review. Each principal or his/her designee shall annually certify that he/she has monitored the promotion and placement decisions made for his/her students, in compliance with the policies of the Louisiana Department of Education and St. James Parish School System. 11

The St. James Parish School Board shall consider annual revisions to this Review of Placement Policy. Review of placement shall be conducted by the School Building Level Committee members of which should be appointed by the principal. The committee membership may consist of the following, dependent upon resources available at the school:

1. principal/designated administrator

2. guidance counselor/coordinating teacher

3. regular instructional teachers

4. auxiliary members as needed:

a. all instructional teachers of student

b. student's parent/guardian

c. special education teacher

d. curriculum specialist

e. school nurse

f. school social worker

g. speech therapist

h. school psychologist A. CHANGING OF GRADES

1. No school board member, school superintendent, principal, guidance counselor, other teachers, or other administrative staff members of the school or the central staff of a Parish or city school board shall attempt directly or indirectly, to influence, alter, or otherwise affect the grade received by a student from his teacher, unless it is determined that the grade is an error or that the grade is demonstrably inconsistent with the teacher’s grading policy. (R.S. 17:414.2) 2. Due cause shall consist of such things as mathematical errors in grade computation, violation of school district student evaluation policies, and/or violation of school grading directives. This list is illustrative only and may serve as an example in which grading is inaccurate or unfair to students. B. REVIEW OF PLACEMENT

The School Building Level Committee (SBLC) is charged with the responsibility of reviewing student placement and promotional decisions.

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It is the responsibility of this committee to: a. review promotion/retention requirements of all regular education students and special education students b. review and discuss specific data to decide on the placement or retention of the student. A consensus of the committee will be the deciding factor. No one person may decide on a student’s promotion or retention. The following data will be used to render a decision: (1) previous retention record (2) social/physical maturity and age of student (3) previous and most recent profile results on the standardized achievement test (4) academic achievement to date as recorded in the student's cumulative folder (5) publisher-made, criterion-reference test scores (6) all formative and summative data during the current school year School personnel will notify the parents in writing by certified mail or documented direct contact of the committee's decision, including their right to appeal that decision within ten (10) working days of their receiving the decision and their right to appear before the SBLC appeal committee. The information in the letter must include

the decision

notice of the right to appear

notice of the right to appear at the appeal

a copy the appeal form (See sample letters)

It is the principal’s responsibility to monitor to insure that efforts are made to inform parents.

C. APPEAL PROCESS

1. School Level Appeal The SBLC is charged with the responsibility of reviewing all information regarding the initial placement. If the initial decision stands, the parents will be informed by certified mail of their right to appeal to the District level within ten (10) working days of their receiving the decision. The notification to the parents must include a copy of the District Appeals Form.

2. District Level Appeal The District Appeals Committee is charged with responsibility of reviewing the SBLC's processing of evidence. The chairperson of the District Appeals Committee will insure that the following procedures are adhered to: 13

a. inform the parents of their right to address the District Appeals

Committee Meeting. b. inform the school of its right to have a representative address the

District Appeals Committee. c. review documentation and evidence of compliance with procedures

provided by the SBLC to assure that appropriate processing has taken place.

d. render a decision based on the review of documentation and evidence.

e. provide written notification by certified mail of the decision to parents

within ten (10) working days.

NOTE: The due process procedure included in Bulletin 1706 shall be followed if there is disagreement concerning placement of an exceptional student who has not met promotional requirements.

NOTE: In accordance with state guidelines the following is stated: The student shall have a 3.0 GPA on a 4.0 scale in subject(s) below state current requirements in grade 4 LEAP 21. A student who appeals in the English Language Arts testing area must have a 3.0 GPA using the following combination to define the ELA grade: Reading –two thirds; English – on third. (This is a weighted formula, not a doubled grade.)

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SCHOOL BUILDING LEVEL COMMITTEE FORM ST. JAMES PARISH PUBLIC SCHOOLS REVIEW OF PLACEMENT

Date _______________________ Student ________________________________ Present Grade _______________ SS# ___________________________________ School _________________________________ Date of Birth________________ Decision:

Promote to Grade __________

Retain in Grade ____________

Placement in Grade _________ Evidence:

Previous retention record ____________________________________

Social/physical maturity (age) ____________________________________

Norm-referenced testing ____________________________________

Academic achievement as recorded in cumulative folder ____________________________________

Criterion referenced test scores ____________________________________

Current year's grades ____________________________________

Reasons for Decision: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 15

Comments:____________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Committee Members: ________________________________ ___________________________________ ________________________________ ___________________________________ ________________________________ ___________________________________ ________________________________ ___________________________________ ________________________________ ___________________________________ 16

SCHOOL BUILDING LEVEL APPEALS FORM ST.JAMES PARISH PUBLIC SCHOOLS STUDENT PLACEMENT REVIEW FORM Name of Student _______________________________ Date of Birth___________ SS # _________________________________________ Phone _______________ Mailing Address _______________________________________________________________ Current Student Assignment _____________________________________________________ School _____________________________________ Grade ________________ Class _______________________________________ I AM REQUESTING A REVIEW OF THIS STUDENT'S GRADE PLACEMENT BASED UPON THE FOLLOWING REASONS: _____________________________________ _____________________________ Signature Date _____________________________________ Relationship to Student I wish to be present to address the SBLC appeal committee. _____Yes _____ No 17

DISTRICT APPEALS FORM ST. JAMES PARISH PUBLIC SCHOOLS STUDENT PLACEMENT REVIEW FORM Name of Student __________________________ Date of Birth___________________ SS # ________________________________ Phone _______________________ Mailing Address ________________________________________________________ Current Student Assignment _______________________________________________ School ______________________________________ Grade ________________ Class _______________________________________ I AM REQUESTING A REVIEW OF THIS STUDENT'S GRADE PLACEMENT BASED UPON THE FOLLOWING REASONS: _____ The school did not inform me that my child was in danger of being retained in the

current grade. _____ The school did not provide an opportunity for me to address the School Building

Level Committee during my appeal. _____ The school did not inform me by certified mail or documented direct contact of

my right to appeal within 10 working days to the District Appeals Committee. _____ My child has already been retained the maximum number of times allowed by the

Pupil Progression Plan. Other procedures not followed by the school: ________________________________

_______________________________________ ______________________________ Signature Date _____________________________________ Relationship to Student I wish to be present to address the District Appeals Committee. ___Yes ___ No

RETURN FORM TO: Administrative Director, Student Services, St. James Parish Public

Schools, P.O. Box 338, Lutcher, Louisiana 70071 within 10 working days of receipt.

II. Attendance Policy

A. According to state mandate, high school students must be in attendance 30,060 minutes which is equivalent to 83.5days per semester. To receive credit of a course, students must be present 94% of the required time. Elementary students shall be in attendance a minimum of 60,120 minutes which is equivalent to 167 days a school year.

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

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

2. In addition to completing a minimum of 23 or 24 Carnegie units of credit as

required by BESE, the student shall meet assessment requirements to earn a standard high school diploma. (Bulletin 741 §2318 and §2319)

3. A student who is a first-time 4th or 8th grader must score at or above the Basic

achievement level on the English Language Arts or Mathematics components of the LEAP and at or above the Approaching Basic achievement level on the other (hereafter referred to as the passing standard) to be promoted to the fifth or ninth grade. (Bulletin 1566 §701)

4. 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)

5. Students with disabilities participating in LEAP must be provided with

accommodations as noted in the students’ IEPs. (Bulletin 1566 §701) 6. Students eligible for services under Section 504 of the Rehabilitation Act of

1973 should have accommodations as noted on their individual accommodation plan (IAP).

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7. Students with disabilities who participate in the LEAP Alternate Assessments (LAA 1 and LAA 2) shall have promotion decisions determined by the School Building Level Committee (SBLC). (Bulletin 1566 §505 A.)

8. 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)

Students who fail to meet the promotion criteria in Section II, Regular Placement, Promotion: Grades K-12, shall be retained.

EXCEPTIONAL STUDENTS PARTICIPATING IN THE GENERAL LEAP

Exceptional students participating in LEAP (NRT/CRT) may be promoted, retained, and remediated as outlined in the Pupil Progression Plan for their grade placement. Students with disabilities who participate in the LEAP 21 Alternate Assessment shall have promotional decisions determined by the SBLC using the following criteria:

Students participating in LAA 1

Student progress on IEP goals and objectives

Age/Grade appropriateness

Recommendations of the IEP Committee Students participating in LAA 2

Student progress on IEP goals and objectives

Age/Grade appropriateness

Recommendations of the IEP Committee

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 LEAP 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.)

The District is acting in accordance with Bulletin 1566 §707 A.

The District is acting in accordance with Bulletin 1566 §707 B.

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The District is acting in accordance with Bulletin 1566 §707 C

Students who do not meet requirements in 4th and 8th grades as a result of High Stakes Testing, the SBLC will make final decision based on the following:

Attendance in summer school

Summer re-test

The District is acting in accordance with Bulletin 1566 §703 C. The District is acting in accordance with Bulletin 1566 §707 D.

The District is acting in accordance with Bulletin 1566 §703 B . The District is acting in accordance with Bulletin 1566 §707.

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 or

locally-developed and approved curriculum. (Bulletin 741 §2301) 4. Each LEA should adhere to the suggested and required minimum minutes

for elementary grades. (Bulletin 741 §2313) 5. 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)

SEE APPENDIX B

Students meeting the established criteria in Reading according to the NWEA MAP are eligible to participate in Spanish in 7th and/or 8th grades.

- The model program sites are St. James High School, Lutcher High School, and the Science and Math Academy

- The designated subject area for foreign language is Spanish. 21

o Explain the local definition of the term “grade level” or “on grade level.” At Grade or Above - A student performing "at grade level" is one who consistently performs satisfactorily in the adopted grade level curriculum. A student performing "above grade level" is one who consistently performs satisfactorily in an adopted curriculum at a grade level higher than student's grade placement.

IV. Promotion 9 – 12

A. Carnegie Credit and Credit Flexibility 1. Students may earn Carnegie credit as middle school and high school students

in two ways:

a. By passing a course in which the student is enrolled and meeting

instructional time requirements, as set forth below; or

b. By demonstrating proficiency as set forth below.

2. When awarding credit based on instructional time, LEAs shall require a

minimum of 7,965 minutes for one Carnegie credit. In order to grant one-half

Carnegie credit, LEAs shall require a minimum of 3,983 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. Proficiency in a course with a state administered End of Course exam must be demonstrated using the End of Course exam.

5. The LDE may require revisions of assessments in order to ensure that they adequately measure proficiency.

6. 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.

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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.

State Guidelines are used for all Carnegie Credits.

To earn a passing final grade in a full course or ½ credit course on a 4X4 block schedule a student must 1. Fulfill the attendance requirements 2. Earn a minimum of 67% for the final grade average.

B. High School Graduation Requirements

1. General requirements for a high school diploma and a Certificate of Achievement may be found in §2317 of Bulletin 741.

2. A Louisiana state high school diploma cannot be denied to a student who meets the state minimum high school graduation requirements; however, in those instances in which BESE authorizes an LEA to impose more stringent academic requirements, a school system diploma may be denied. (Bulletin 741 §2317)

3. Graduation requirements for the College and Career 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 and beyond who are completing the Louisiana Core 4 Curriculum, and

c. Students entering the ninth grade in 2008-2009 and beyond who decide after their second year of high school to complete the Basic Core Curriculum.

4. Graduation requirements for the Career Diploma may be found in §2319 of Bulletin 741.

a. Any student who is at least fifteen years of age or will attain the age of fifteen during the next school year who scored at least at the Approaching Basic level on either the English Language Arts or Mathematics component of the eighth grade LEAP test and meets the criteria established in the Pupil Progression Plan of the LEA where the student is enrolled may be promoted to the ninth grade for the purpose of pursuing a career diploma. (Bulletin 1566 §503)

i. The student must successfully complete the LEAP summer remediation program in the subject area of the component of the eighth grade LEAP test on which he/she scored at the Unsatisfactory level and must take the summer retest.

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ii. Acceptable Attendance Standards: For the 2009-2010 school year, students must meet the attendance requirements in the Pupil Progression Plan. For 2010-2011 and following, students must meet the state minimum attendance requirements to be eligible to receive grades.

iii. Acceptable Behavior Standards: Students must meet the behavior requirements in the Pupil Progression Plan.

iv. A student must participate in a dropout prevention and mentoring program approved by the BESE during his first year in high school. Acceptable programs include research-based dropout prevention programs such as Jobs for America’s Graduates Multi-Year Program, Graduation Coach Program, or the school district may submit to the DOE a proven-effective, research-based dropout prevention and mentoring program other than the two listed above for approval by BESE. All programs must include the following components:

(a) An academic catch-up component to address all the areas of student deficiency,

(b) An adult mentoring component with an emphasis on workforce awareness and readiness,

(c) Work awareness and work readiness skills component, and

(d) A work-based learning component, such as job shadowing/job exploration/paid internships.

b. Every student who seeks to pursue a career diploma shall have the written permission of his/her parent or other legal guardian on the Career Diploma Participation Form after a consultation with the school guidance counselor or other school administrator. The student and parent must be informed of the advantages and disadvantages of the different diploma pathways. The signature of the student and parent or guardian indicates that a determination has been made that the pursuit of a career diploma is appropriate and in the best interest of the student. The school principal shall also sign the form, acknowledging that appropriate counseling has taken place. (Bulletin 1566 §503)

The acceptable behavior requirements for students being promoted to the ninth grade in the career diploma pathway shall be determined by the SBLC.

Students must adhere to attendance requirements, and follow behavior policies as defined by the Student Policy Manual.

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5. Prior to the beginning of the school year, students may switch from the Career Diploma pathway to the College and Career Diploma pathway or vice versa, provided all requirements are met. (Bulletin 741 §2317 G. and H.)

6. All ninth graders in the College and Career Diploma pathway will be enrolled in the LA Core 4 curriculum. After the student has attended high school a minimum of two years, the student, with parental permission, may choose to complete the LA Basic Core Curriculum, provided all the requirements are met.

(Bulletin 741 §2318 A.)

7. In addition to completing a minimum of 23 or 24 Carnegie credits, students must meet the assessment requirements to earn a College and Career diploma or a Career Diploma. (Bulletin 741 §2318 B. and §2319 B.)

a. Incoming freshmen prior to 2010-2011 must pass the English Language Arts and Mathematics components of the GEE or LAA 2 and either the Science or Social Studies components of the GEE or LAA 2 to earn a high school diploma.

i. Students with disabilities identified under the Individuals with Disabilities Education Act shall be eligible for a waiver if the student meets all other graduation requirements and is able to pass two of the three required components of GEE or LAA 2, if the DOE review determines the student’s disability significantly impacts his/her ability to pass the final required GEE test. (Bulletin 741 §2318 B. and §2319 B.)

b. Incoming freshmen in 2010-2011 and beyond must pass End-of-Course Tests in the following categories:

i. English II or English III

ii. Algebra I or Geometry

iii. Biology or American History

c. Students with disabilities identified under the Individuals with Disabilities Education Act shall be eligible for a waiver if the student meets all other graduation requirements and is able to pass two of the three required EOC tests, and if the DOE review determines the student’s disability significantly impacts his/her ability to pass the final required EOC test. (Bulletin 741 §2318 B. and §2319 B.)

8. Any student entering the ninth grade having scored Unsatisfactory in math and/or English on the eighth grade LEAP test must enroll in and pass a high school remedial course approved by BESE in the Unsatisfactory subject(s) (English Language Arts and/or Mathematics) before earning Carnegie credit for any other English or mathematics course. (Bulletin 1566 §503 B.)

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V. Retention Policy

SEE APPENDIX B

VI. Acceleration Accelerated promotion for a student below the ninth grade level shall be directed to the SBLC. The recommendation of the SBLC shall be made to the principal and the Superintendent for their review.

Students who intend to take a course for Carnegie credit in middle school should successfully complete a seventh grade course in that content area that addresses both the seventh and eighth grade standards. The Early Admission Program provides high school seniors with an opportunity to earn college credits during their senior year in high school. A student who meets the conditions of an early admission and advanced studies program may be excused from school attendance all or part of his senior year in high school and, when state and parish requirements are met, be eligible for graduation. High school students interested in enrolling in college credit courses on a college campus, must meet the criteria established in Bulletin 741 and LEA. Final decisions for accelerated promotion shall be made by a district-level committee appointed by the Superintendent. In all cases, a multi-disciplinary evaluation must be given by qualified examiners (e.g., psychologist, educational consultant) at the parents’ expense and the examiners' recommendations put in writing before accelerated promotion will be considered. The recommendation shall address all factors of a student's academic, physical, and emotional growth. Accelerated promotion shall also require parental approval. For students to be placed in Algebra I in middle school, students must meet all of the requirements below:

1. Students must pass a course that teaches 7th/8th Math standards in Grade 6 or 7.

2. Students must meet the score determined by the LEA on the Spring administration of the NWEA Math MAP assessment.

3. Students must score a Mastery or Advanced on the iLEAP assessment.

For students to be placed in other Carnegie Credit courses in middle school, students must meet all of the requirements below: 26

1. Students must attend classes at the SJP Gifted Center and Scholastic Academy to take 7th/8th grade combination courses in the subject area.

2. Students must score a Mastery or Advanced on the iLEAP assessment for the subject.

Students are referred to SBLC then to the District’s Office for promotional decisions.

Students who are suspected of being gifted and/or talented are screened and evaluated in accordance with the requirements of Bulletin 1508 as published by the State Department of Education.

Individual Education Plans are written for students identified through multidisciplinary evaluations as being gifted or talented. A specially designed regular instructional program of enrichment is implemented for each student. Gifted and talented students are also eligible for the acceleration programs available for regular class students.

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.

a. The early graduation program may include distance education (§2395),

dual enrollment (§2327), and Carnegie credit earned in middle school (§2321).

c. LEAs shall not have any policies or requirements that would prevent

students from graduating in less than four years.

EARLY GRADUATION POLICY

Early graduation involves those students who, because of successful

participation in an accelerated curriculum, can graduate early because they meet

the graduation criteria. Eligible students must have earned 24 Carnegie credits

towards graduation and completed all graduation requirements in order to

graduate early.

An early graduation conference must occur between the principal, student,

parent, counselor, and a representative from the central office before October 1

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for early graduation in December. Additionally an early exit form must be

completed by the student and signed by counselor, and parent and approved by

the principal.

An early graduation conference must occur between the principal, student,

parent, counselor, and a representative from the central office before March 1 to

be eligible for early graduation in May. Additionally an early exit form must be

completed by the student and signed by counselor and parent and approved by

the principal.

Please forward completed form to the Administrative Director of Student Services

for signature.

VII. Remediation

A. Legal Authorization

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

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

programs. 3. A program of remedial education shall be put into place by local parish and

city school systems following regulations adopted by BESE pursuant to R.S. 17:24.4. All eligible students shall be provided with appropriate remedial instruction. (R.S. 17:395 A).

B. Purpose

1. The intent of remedial educational programs is to improve student

achievement in the grade-appropriate skills identified as deficient on the state’s criterion-referenced testing program for grades 4 and 8, the Graduation Exit Examination, 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 LEAP, 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)

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a. For the Graduation Exit Examination (GEE) and LEAP Alternate Assessment, Level 2 (LAA 2) 50 hours of remediation per year shall be provided to students in each content area (English Language Arts, Mathematics, Science, and Social Studies) they do not pass. 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 LEAP (English Language Arts and/or Mathematics) tests.

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 LEAP tests or who failed to achieve the required level on LEAP.

ii. All students with disabilities who participate in LEAP testing should

receive services along with regular education students in summer programs, with special support provided as needed, including accommodations.

iii. Students with disabilities who participate in LEAP Alternate

Assessment, Level 1 (LAA 1), are not eligible to attend the LEAP summer remediation programs.

iv. Students with disabilities who participate in LEAP Alternate

Assessment, Level 2 (LAA 2), are eligible to attend LEAP summer remediation programs.

c. Remediation shall be provided to students who score at the Unsatisfactory

level on the LEAP Science and Social Studies tests.

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

d. Each LEA shall provide transportation to and from the assigned LEAP

Remediation summer site(s) from, at a minimum, a common pick up point

D. School Year Intervention/Remediation Program

The educational objectives for the remediation program is outlined in the District’s RTI Handbook.

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The student population to be served in this remediation program shall include all students who were enrolled in grades 4 and 8 and scored unsatisfactory on the English/language arts, mathematics, social studies and/or science components of LEAP 21. For the upcoming school year, these students may be enrolled in grades 4, 5, 8, or 9. The program shall include regular education students and identified students with disabilities. Lists of all eligible students will be maintained in the district’s testing office and at each school.

The pupil-teacher ratio shall be as low as reasonably possible. In no case shall it exceed the class sizes allowed in Bulletin 741.

Each student shall receive remediation in accordance with identified needs. The amount of time may vary from student to student. The program will be discontinued when classroom-based assessment indicates that remediation has been successful.

All teachers proving remediation shall have regular and/or special education Louisiana certification. Paraprofessional may provide remediation under the immediate supervision of certified teachers. Paraprofessionals will be highly qualified.

Expanded learning opportunities will be provided through tutoring in small group settings during regular school hours and, in some cases, before and after regular school hours. Tutoring will be provided by classroom teachers and will address individual learning needs.

Parents will be notified by letter of the invitation of the students assigned to or by high school student course assignment to remediation. Parents (an students 18 years old) will be asked to sign a copy indicating acceptance or refusal of remediation. This acceptance or rejection will become a part of the student's permanent record.

Reading in all content areas are provided during instructional strategies for science and social studies improvement. The remediation plan will be coordinated with the regular program, Title I, special education, and other educational programs so that services are complementary but do not duplicate or supplant other programs.

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1. Educational Process The remediation plan in St. James Parish will be evaluated annually. Schools will submit plans for providing remediation at the beginning of each school year. At the end of each school year, the schools will submit evaluations of the remediation implemented. These evaluations will be used along with district-generated reports of student achievement. 2. Extent of Student Growth and Achievement Assessment of student growth and achievement will be conducted on an on-going basis using teacher developed tests, observation and recording, and district-developed assessments that have been correlated with content standards. District-mandated management systems, portfolios of work samples, and grades will be used to evaluate student progress. The remediation plan and the educational process will be deemed successful if 50% of the objectives are achieved.

►Summer Remediation Program

Provide remediation for all 4th, 8th and EOC students according to SBESE policy for state testing

Remediate all students in grades 1 through 7 based on local criteria

Provide opportunities for Credit Recovery

St. James Parish has developed a remedial education plan to provide supplemental instruction designed to increase achievement for students who meet the following criteria:

Grade 4 students who do not score in accordance to SBESE Policy on state mandated testing.

Grade 8 students who do not score in accordance to SBESE Policy on state mandated testing.

A District’s schedule is provided for the month of June for all school students in summer remediation. Jumpstart hours are incorporated to insure the minimum of 50 hours are attained prior to the summer retest date.

Purchased pre and post assessment aligned with state testing Printed materials aligned to state testing On line software purchased by the district is used for summer remediation Lesson plans and best practices are utilized

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Forms / letters of invitation are sent home to all students eligible for summer remediation. Parents have the option to accept or refuse. The remediation plan will be coordinated with the regular program, Title I, special education, and other educational programs so that services are complementary but do not duplicate or supplant other programs.

Purchased pre and post assessments along with locally administered assessments (MAP data) are used to determine growth. For 4, 8 and EOC grades, summer retest scores are used for overall evaluation. In online or virtual courses, pre and post data is collected within the virtual online programs.

►GEE, LAA 2, and EOC Remediation

o Describe the GEE, LAA 2, and EOC remediation provided for students. Include the following:

o Program Description o Student selection criteria o Pupil/Teacher ratio o Instructional time o Selection criteria for teachers and/or paraprofessionals o Materials and methodology to be used o Program type – Examples: remediation courses, after-school tutoring,

Saturday tutoring, summer school, other: List all that apply o Documentation of students’ and parents’ refusal to accept remediation

B. Program Objectives

The educational objectives for the remediation program are outlined in the district’s RTI Handbook.

C. Program Description

1. Student Selection Criteria

The student population to be served in this remediation program shall include all students who were enrolled in grades 4 and 8 and scored unsatisfactory on the English/language arts, mathematics, social studies and/or science components of LEAP 21. For the upcoming school year, these students may be enrolled in grades 4, 5, 8, or 9. The student population shall also include all students who were enrolled in high school and who scored below the required performance standards on any of the components of the EOC. 32

The program shall include regular education students and identified students with disabilities. Lists of all eligible students will be maintained in the district’s testing office and at each school.

2. Pupil-Teacher Ratio

The pupil-teacher ratio shall be as low as reasonably possible. In no case shall it exceed the class sizes allowed in Bulletin 741.

3. Instructional Time

Each student shall receive remediation in accordance with identified needs. The amount of time may vary from student to student. The program will be discontinued when classroom-based assessment indicates that remediation has been successful.

4. Selection Criteria for Teacher and/or Paraprofessionals

All teachers proving remediation shall have regular and/or special education Louisiana certification. Paraprofessionals may provide remediation under the immediate supervision of certified teachers. Paraprofessionals will have the following qualifications:

a. Be at least 20 years of age b. Possess a high school diploma or its equivalent c. Demonstrate a level of achievement equivalent to the normal

achievement level of a tenth grade student as measured by the state approved norm-referenced test

5. Materials and Methodology to be Used

Purchased pre and post assessments aligned to state standards, printed materials aligned to state standards and online resources purchased by the district are provided for summer remediation. Lesson plans and best practices are the expected. District administration oversees summer remediation for all sites.

6. Documentation of Students' and Parents' Refusal to Accept Remediation

Forms / letters of invitation are sent home to all students eligible for summer remediation. Parents have the option to accept or refuse.

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The remediation plan will be coordinated with the regular program, Title I, special education, and other educational programs so that services are complementary but do not duplicate or supplant other programs. Purchased pre and post assessments along with locally administered assessments (MAP data) are used to determine growth. For 4, 8 and EOC grades, summer retest scores are used for overall evaluation. In online or virtual courses, pre and post data is collected within the virtual online programs.

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)

ADULT EDUCATION PROGRAM The St. James Parish high school students who have attained the age of 17 and are placed at least two years below grade level according to chronological age, and students who have attained the age of 17 and do not have enough units to graduate with their class may enter the Adult Education Program. Children must have parental consent up to age 17 to enroll in Adult Education. The St. James Parish School System operates an adult education program through which the student may receive preparatory instruction for the General Equivalency Diploma (GED).

Requirements: To qualify, the student must not be enrolled in regular school. A student may enroll in the program with proof of age 17 and parental

permission, but cannot be recommended to take the GED until the age of 17 unless the student can furnish proof to the adult testing center that he/she is married or has attained a bonafide age waiver as approved the district superintendent. (BESE, August 23, 1979)

Students may enter the Adult Education Program directly from alternative

placement in the middle school provided they are at least 17 years of age 34

and have the approval of the parent/guardian and the previous school attended. Students who enter the Adult Education Program directly from middle school and later request entrance into regular placement at the high school level must be able to demonstrate at least grade 9 achievement on the approved achievement test.

To be eligible to be recommended to take the GED, the student must enroll in the Adult Education Program and take the standardized achievement test at the high school level. An average score of 13.0 with no one area below 12.0 must be attained by the student before recommendation for the GED can be made ST. JAMES PARISH SCHOOLS ALTERNATIVE CENTER

The Alternative Center is comprised of regular education and special education students who have met criteria for eligibility according to Louisiana Department of Education Bulletin 1508. Candidates for The Alternative Center exhibit behavior that makes it inappropriate for them to remain in a self-contained classroom on a regular school campus. The Alternative Center placement will be considered the least restrictive environment for special education students according to their individualized education plans (IEPs). The Alternative Center placement for regular education students will be provided as a result of recommended suspensions and expulsions. Must meet the states guidelines.

The local school board may establish alternative schools/programs/settings that shall respond to the particular educational need(s) of its students. Note: Refer to Bulletin 741, Chapter 29, Alternative Schools and Programs

Placement in the Virtual School Program requires final approval by school administration.

IX. Other Policies and Procedures

A. Policies on Due Process

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

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Due process, though a basically flexible and imprecise concept, shall be defined as fair and reasonable approaches to all areas of student governance and discipline on the part of all school officials. The Board recognizes that observance of applicable substantive due process entails two basic considerations: (1) any objective sought relative to student governance must be legally defensive, i.e., based upon a rationale or compelling state interests; and (2) the means taken to accomplish such objective must be within the constitutional limitations applicable to the in loco parentis position of school officials within the school district. To assure compliance with these two substantive aspects, the Board has endorsed the following as applicable to all policies, rules, and regulations.

1. Each local rule or regulation shall have as its purpose a legally defensible objective;

2. Each local regulation shall be based on a Board policy;

3. All policies, rules, and regulations of duly authorized agencies, e.g., State

Board of Elementary and Secondary Education or State Department of Education, U.S. Department of Education shall be enforced.

4. Both policies of the Board and regulations designated by local school

administrators shall be specific and precise.

5. No Board policies or local school codes of conduct shall deny any student his constitutional rights.

6. Discharge of administrative responsibilities and exercise of authority shall

recognize applicable legal parameters placed upon the in loco parentis position of school officials.

7. To be fair and reasonable in a legal sense, all exercise of administrative

authority or that of other school officials, i.e., classroom teachers, shall be capable of withstanding close judicial scrutiny relative to freedom from arbitrary, capricious, discriminatory or otherwise illegal practices.

8. Due process procedures for exceptional students must be consistent with

those described in the Individuals with Disabilities Education Act (IDEA) and the approved LEA Application.

9. Due process procedures for qualified students with disabilities shall be

consistent with those defined in Section 504 of the Rehabilitation Act of 1973.

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The area of procedural due process within the school district shall relate primarily to the area of discipline and disciplinary measures, e.g., corporal punishment, short-term suspension, long-term suspension, and expulsion. The degree of procedural due process afforded in each of the above situations shall be dependent upon two vital factors: (1) the gravity of the offense a student is alleged to have committed; and (2) the severity of the contemplated penalty. For example, a much greater degree of procedural due process shall be applicable in an expulsion situation than in one where the penalty is a short-term suspension. Under due process, each student shall be guaranteed a fair hearing, a fair judgement, a written record of the decision, and a notice of his right to appeal. This is applicable to the serious penalties such as suspension. The full protection of procedural due process shall be afforded any student facing possible long-term suspension or expulsion. In both of these situations, the Board shall follow an adversary-type procedure with legal counsel permitted, cross-examination, transcribed record of the hearing, and related safeguards. REF: U.S. Cons. Amend. XIII; U.S. Const. Amend. XIV, 1; Ingraham v. Wright, 97 S.Ct.

1401 (1977); Goss v. Lopez, 95 S.Ct. 729 (1975); Carey v. Piphus, 98 S.Ct. 1042 (1978); Dixon v. Alabama State Board of Education, 294 F. 2d 150 (5th Cir., 1961); Board of Curators of the University of Missouri v. Horowitz, 98 S.Ct. 948 (1978).

NOTE: School Building Level Committees shall be guided by the above principles when applying the procedures contained in the Review of Placement section.

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APPENDIX A

DEFINITION OF TERMS As used in this bulletin, the terms shall be defined as follows: A. STATE TERMS

1. Acceleration – Advancement of a pupil at a rate faster than usual in or from a

given grade or course. This may include “gifted students” identified according to The Pupil Appraisal Handbook.

2. Alternate Assessment – The substitute way of gathering information on the

performance and progress of students who do not participate in typical state assessments.

3. Content Standards – Statements of what we expect students to know and be

able to do in various content areas. 4. LEAP 21 Summer Remediation Program – The summer school remediation

program offered by the LEA for the specific purpose of preparing students to pass the LEAP 21 test in English language arts, or mathematics.

5. Louisiana Educational Assessment Program (LEAP) - The state's testing

program that includes the grades 3, 5, 6, 7, and 9 Louisiana norm-referenced testing program; the grades 4 and 8 criterion-referenced testing program including English/language arts, mathematics, social studies and science, and the Graduation Exit Examination (written composition, English language arts, mathematics, science, and social studies).

6. Promotion - A pupil's placement from a lower to a higher grade based on meeting

local and state criteria contained in the Pupil Progression Plan.

7. Pupil Progression Plan - "The comprehensive plan developed and adopted by each parish or city school board which shall be based on student performance on the Louisiana Educational Assessment Program with goals and objectives which are compatible with the Louisiana competency-based education program and which supplement standards approved by the State Board of Elementary and Secondary Education (SBESE). A Pupil Progression Plan shall require the student’s proficiency on certain test as determined by SBESE before he or she can be recommended for promotion.”

8. 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, compensatory programs and/or remediation, and acceleration. 38

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

10. Remediation - See Remedial Programs.

11. Retention - Non-promotion of a pupil from a lower to a higher grade.

B. LOCAL TERMS

The definition of terms used in a local school system plan must be clearly defined and will be used as the basis for interpretation of the components of the plan.

1. School Building Level Committee - The committee which is established in each

school to review the promotion/retention of special cases. The members of this committee are chosen by the building principal. The criteria with which they are concerned are listed in the appropriate place in the Pupil Progression Plan.

2. Summative Evaluation - The process of assigning a statement of worth or merit

to the performance of a completed unit of work. The summative of a completed series of formative evaluations.

3. Formative Evaluation - The process of charting progress through a unit of work to

assist the student and teacher to focus on the learning necessary to complete the mastery of the unit

4. Academically Able Student - A student who is functioning at grade level as

determined by the local school system. St. James Parish defines this student as one who is performing on or above grade level as determined by the adopted basals.

5. At Grade or Above - A student performing "at grade level" is one who

consistently performs satisfactorily in the adopted grade level basal. A student performing "above grade level" is one who consistently performs satisfactorily in an adopted basal at a grade level higher than student's grade placement.

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APPENDIX B

PROMOTION POLICY: Kindergarten: The major indicator for K promotion is attendance (See Attendance Policy). 75% mastery of report card skills is recommended for promotion. Parental consent must be attained for retention. Grades 1-8 Promotion Factors:

LEAP requirement (if applicable to grade)

Attendance (See Attendance Policy)

Grades: Students must pass major subjects with a minimum of 67% to be considered for promotion (S, N and U subjects are not considered for promotion)

o SBLC reviews all failures/retentions

RETENTION POLICY: All retentions of regular students shall be within the following limitations: Kindergarten-3: Five year maximum (allows for 1 retention only) Grade 4: Two year maximum (allows for 1 retention only) Grades 5-7: Four year maximum for students retained less than 3 times in lower grades (allows for 1 retention only) Three year maximum for students retained 3 times in lower grades Grade 8: Two year maximum (allows for 1 retention only)

A student in 4th and 8th grade shall be retained in accordance with SBESE policy. Grades 1-8 Retention Factors:

Students not meeting the promotion factors will be reviewed by the SBLC.

SBLC determines placement in summer school (NOTE: Reading and Math Summer Remediation in Summer School is provided by the District during the month of June.)

Parents of students who have failed to meet the criteria for promotion will be notified

in writing and given the opportunity to appeal their child's placement. A copy of such notification shall be kept in the official records of the school. 40

A student who has failed to meet promotion criteria for the second time in a given grade shall be referred to the School Building Level Committee (SBLC) for placement in the next grade and/or to the Pupil Appraisal Team for further testing.

NOTE: For promotion, students with disabilities must meet the same criteria as regular education students as in accordance with SBESE policy. Students with disabilities in grades 4, 8, 10, and 11 who meet SDE eligibility criteria for participation in LEAP Alternate Assessment Level 1 OR Level 2, may be considered for participation in these tests in lieu of grade level LEAP tests. Decisions regarding eligibility and appropriateness of the type of statewide assessment for students with disabilities shall be made during the IEP process.

Schools through SBLC, grade-level teams, departments, individual teachers, etc. shall identify students who are at risk of failing a course or grade at the end of the first semester with at least one follow-up before the end of the school year. Notification to parents must clearly state that the student is “at risk of failing” a course or grade.

Parents of students in grades K-12 who are at risk of failing a grade or course shall be notified through a progress/deficiency report, report card, letter or documented conference by the middle of the grading period for the course.

Exceptional students participating in LEAP (NRT/CRT) may be promoted, retained and remediated as outlined in the Pupil Progression Plan for their grade placement.

No student can be retained based solely on his/her lack of English proficiency.

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