,, Sophie B. Wright High School PUPIL PROGRESSION PLAN FOR 2019 - 2020 W ARRIORS FOR LIFE!!!!
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Sophie B. Wright High
School
PUPIL PROGRESSION
PLAN
FOR
2019 - 2020
W ARRIORS FOR LIFE!!!!
Sophie B. Wright High School Board
Mr. James Watson President Ms. Terri Hunter Mr. Victor Cruz
Mr. Alvin Porter Mr. Corey Watson Vacancy
Mr. Reginald Delecia Ms. Shannon Holzman
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MISSION STATEMENT
The mission of the Sophie B. Wright High School is to provide a safe and nurturing environment in
which the entire learning community addresses the individual and unique developmental needs of each
student, and collaborates daily to ensure that the students develop confidence, competence and
independent capacity through the delivery of a rigorous curriculum through appropriate research based
instruction. Ultimately, it is our mission to prepare students to become productive, successful,
competent and critical thinking members of today’s society.
We believe that:
Students’ learning needs must be the primary focus of all decisions made by the
administration, teachers and parents. Every student must be encouraged daily to grow and mature intellectually, socially and emotionally.
Students must be offered a variety of academic and extracurricular activities.
The teaching staff must be well trained with opportunities for professional development
and instructional empowerment as well as opportunities for collaboration with peers. A variety of assessment tools will be provided for students to demonstrate their achievement of
successful learning and academic growth. Positive relationships and mutual respect among and between students and staff must be present to
enhance each student’s self-esteem. Students, as well as parents, school administrators, teachers and the school community are all
responsible for the students’ education. Curriculum and instructional practices must incorporate a variety of learning activities to accommodate
differences in learning styles.
We believe that students should learn in a safe and supportive
learning environment that supports and encourages educational
success.
For further information, contact:
504-304-3916
sophiebwrightschool.com
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1
INTRODUCTION
This guide is a supplementary tool to be used in conjunction with the Policies and
Procedures in Bulletin 1566 (Revised March 2010). The format for writing the Pupil
Progression Plan (PPP) was updated (April 2011). The following information will explain
the format and how to use it. Anything printed in green is to be included in your PPP,
while anything printed in black is explanation. Include all district policy and responses
in blue.
PAGE SECTION I – FORMAL SUBMISSION STATEMENT…………………………………….1
INCLUDE IN THIS SECTION GENERAL PROCEDURES FOR DEVELOPMENT,
APPROVAL, AND REVISION OF THE SCHOOL DISTRICT PUPIL PROGRESSION
PLAN
• a formal submission statement
• a local contact information page
• a listing of the committee of educators appointed by the superintendent
• a listing of the parents appointed by the school board
• documentation of input into the PPP by educators/parents, and
• copies of the public notice of the PPP prior to approval of PPP (dates and
location)
SECTION II – STATE AND DISTRICT POLICIES ...................................................... 8
I. Placement ................................................................................................... 8
II. Attendance Policy .....................................................................................
16
III. Promotion K-8 ...........................................................................................
16
IV. Promotion 9-12 ..........................................................................................
26
V. Retention Policy ........................................................................................
29
VI. Acceleration .............................................................................................
30 VII. Remediation .............................................................................................. 32
VIII. Alternative Schools/Programs/Settings .....................................................
38
IX. Other Policies and Procedures ..................................................................
39 SECTION III – LOCAL POLICIES .............................................................................
41
APPENDIX A – DEFINITION OF TERMS ................................................................ 44
A. State……………………………………………………………………………...44
B. Local……………………………………………………………………………...45
2
SBW
SECTION I
Formal Submission Statement
Pupil Progression Plan
201 9 - 2020
3
SECTION I
FORMAL SUBMISSION STATEMENT
Include the following information in this section:
• FORMAL SUBMISSION STATEMENT
• LEA contact information
• a listing of the committee of educators appointed by the Superintendent
• a listing of the parents appointed by the School Board
• documentation of input into the PPP by educators/parents, and
• copies of the public notice of the PPP prior to approval of PPP (dates and
location)
The formal submission statement is a formal submission of the LEA’s Pupil Progression
Plan in compliance with the policies and procedures set forth by the State Board of
Elementary and Secondary Education. It must be signed by both the LEA
Superintendent and the President of the School Board.
Formal Submission Statement
Assurance is hereby made to the State Department of Education that the INSTITUTE
FOR ACADEMIC EXCELLENCE: SOPHIE B. WRIGHT HIGH SCHOOL School
System’s Pupil Progression Plan has been developed in compliance with the State
Board of Elementary and Secondary Education’s Policies and Procedures (Bulletin
1566), (R.S. 17:24.4), with all applicable policies and standards of Bulletin 741 and
Bulletin 1706, and with all applicable federal, state, and local regulations. If any local
policy outlined in this plan conflicts with state and/or federal guidelines and/or
regulations, the state and/or federal regulations/guidelines will supersede the local
policy. All documentation relative to the development of this Pupil Progression Plan
shall be maintained on file by the local education agency.
Assurance is thereby made that this school system shall not discriminate in the
rendering of services to and/or employment of individuals because of race, color,
religion, sex, age, national origin, disability, veteran status, or any other non-merit
factor.
Date Date
PUPIL PROGRESSION PLAN LEA CONTACT INFORMATION
LEA Contact Person (Primary) Sharon L. Clark ______________________________
Charter Director School Board President
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Telephone Number (504) 304-3916_______________________________________
E-mail Address [email protected]
If Applicable:
LEA Contact Person (Secondary) Robert Johnson____________________________
Telephone Number ( 504) 304-3919 ____
E-mail Address [email protected]____________________________
__________________________________ ________________________
(Primary Signature) (Date)
COMMITTEE OF EDUCATORS APPOINTED BY THE
SUPERIENTENDENT/CHARTER DIRECTOR
Sharon L. Clark
Abril Horne
Danielle Francois
Raheem Williams
Raeschelle Landry Angella
Foster
Lawrence Vinnett
Wayne Hardy
Jason Bertrand
Sentoris Bronner
Jacqueta Gibson
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DOCUMENTATION OF INPUT INTO THE PPP BY
EDUCATORS/PARENTS
• May-June 2019: Administrators, parent leaders and teachers held meetings to
review Pupil Progression Plan and discuss updates/changes required.
• July 2019: PPP required changes, additions and updates were incorporated
into
2019-2020 Pupil Progression Plan
• July 2019: School’s Leadership and SIP Teams met with the Progression Plan
Committee to be briefed on all suggested changes to be incorporated into the
2019-19 PPP.
• July 2019: The proposed 2019-2020 Pupil Progression Plan was placed on
Public Review. Any additional suggestions for further changes received were
presented to all the PPP Committee for review before submission to the SBWC
Governing Board
• July 2019: Final Draft of Pupil Progression Plan was presented to SBWC
Governing Board for review.
• July 2019: Pupil Progression Plan approved by SBWC Governing Board.
Pupil Progression Plan-Public Notice Prior to the Approval
The proposed 2019-19 Pupil Progression Plan was made public on July 30, 2019.
The document was posted on the school’s website, copies were available for review,
upon request, by all school community members including, faculty, staff and
parents. Written suggestions for any additional changes were presented for review
by the PPP Committee.
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SBW
SECTION II
State & District Policies
Pupil Progression Plan
2019 -
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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.)
NOT APPLICABLE. This LEA, Sophie B. Wright High School only enrolls students in grades 9-12.
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.)
►Describe the LEA’s policy on early entrance into kindergarten for those students
identified as gifted, if applicable.
NOT APPLICABLE. This LEA, Sophie B. Wright High School, only enrolls students in grades 9-12.
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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.
NOT APPLICABLE. This LEA, Sophie B. Wright High School, only enrolls students in grades 9-12.
3. Each LEA shall require that every child entering kindergarten for the first time be given
a nationally recognized readiness screening. The results of this screening shall be
used in placement and for planning instruction. The pupil progression plan for each
LEA shall include criteria for placement. (Bulletin 741 §325 C.)
►Name the nationally recognized readiness screening instrument used for every child
entering kindergarten for the first time.
NOT APPLICABLE. This LEA, Sophie B. Wright High School, only enrolls students in grades 9-12.
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
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.
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b. The school issuing the high school diploma shall account for all credits required for
graduation, and its records will show when and where the credit was earned.
c. Students in grades five and nine transferring to the public school system from any
in-state nonpublic school (state-approved and unapproved), or home schooling
program, or Louisiana resident transferring from any out-of-state school, shall be
required to pass the English Language Arts and Mathematics portions of the state
authorized placement test.
d. The LEA PPP shall govern whether exceptions to High Stakes Testing Policy will
be considered for nonpublic and home schooled students who do not participate in
both spring and summer administrations of the state mandated assessments
and/or do not attend summer remediation.
►Describe the placement policies for nonpublic and home schooled students in
fourth and eighth grades who do not participate in both spring and summer
administrations of the state mandated assessments for English and Math and/or do
not attend summer remediation.
Nonpublic and home schooled eighth grade students will be administered the
English Language Arts and Mathematics portions of the LEAP Placement Test
provided by the State Department of Education. Students must achieve the
approved passing standard. Students who do not meet this standard will be placed
in the eighth grade. (NOTE: Sophie B. Wright Charter enrolls students in grades 7-
12 only.)
►Describe the placement policies for transfer students entering transitional 9th
grade.
Students transferring from a Louisiana public school who have been assigned to
the transitional 9th grade and have successfully completed 8th grade core
courses will be enrolled and scheduled accordingly. Out-of-State students will
be enrolled based upon grade placement of the out-of-state sending school.
Louisiana residents transferring from a non-public school or home study program
will be eligible for placement in transitional 9th grade provided they have:
▪ participated in the Spring Louisiana Education Assessment Program (LEAP)
through the ONE APPLICATION PROCESS;
• not met the passing criteria on the 8th grade LEAP assessment;
• passed the core subject areas in 8th grade; and
• been assigned to Sophie B. Wright High School for enrollment in the fall.
Parents and students will be informed that any student who enters Transitional 9th
grade must enter the freshman cohort the following school year.
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.
.
►Describe the policies for the placement of all students, including kindergarteners,
transferring from all other systems and the provisions for awarding credit for
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elementary students (K–8) and secondary students (9–12), including: o Approved
schools within the state (public/nonpublic)
Transfers from school systems within the state are subject to RSD and state
requirements. High school students may transfer earned credits as listed in on
the official transcript. Course placement will be aligned with current SBWC
course offerings. Students who enter from approved schools within the state
are placed in the corresponding grade from the sending school pending receipt
of documentation from the transferring school upon recommendation of the
SBLC. Such placement will be maintained until complete documentation is
obtained from the transferring school or SBLC determines other placement.
o Approved out-of-state schools (public/nonpublic)
Transfers from school systems out-of-state are subject to RSD and state
requirements. The student may be administered placement tests in
mathematics and reading. The student’s former school records will be
requested. High school students may transfer earned credits as listed in on the
official transcript. Course placement will be aligned with current SBWC course
offerings. Students who enter from approved out-of-state schools are placed in
the corresponding grade from the sending school pending receipt of
documentation from the transferring school and upon the recommendation of
the SBLC. Such placement will be maintained until complete documentation is
obtained from the transferring school or SBLC determines other 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. Transfer grades will be
weighted only in the subjects weighted in the district during the year of phase-in
implementation. o Home Study and Unapproved schools (public/nonpublic)
According to the state’s High Stakes Testing Policy, students entering into 5th
and 9th grade from state-approved home study programs and unapproved
schools must take and pass both English/Language Arts and mathematics
portions of the state approved assessment placement test. Students must meet
the state mandated passing standard. Students entering grades 7-8 will be
administered reading and mathematics readiness assessments to determine
placement. Final placement is determined by the SBLC. Written notification
informing parents of grade level placement policies and due process
procedures will be distributed to parents.
When receiving a student from an unapproved school, in or out-of-state the
Charter Director/Designee shall investigate carefully the composition of the
unapproved school’s instructional program. The transferring student may be
required to take an examination on any subject matter for which credit is
claimed. Should SBWC become the school issuing the student’s high school
diploma, it shall account for all credits required for graduation, and its records
shall show when and where the credit was earned.
• Student entering 5th or 9th grade
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Students in grade 9 transferring to the public school system from any instate
nonpublic school (state approved or unapproved), any home schooling
program or Louisiana resident transferring from any out-of-state school shall
be required to pass the English language arts and mathematics portions of
the state-developed LEAP placement test. NOTE: This LEA, Sophie B.
Wright Charter School, enrolls only students in grades 7-12.
Exception: Students in grade 9 transferring to the public school system
from any in-state unapproved school, any home schooling program, or
Louisiana resident transferring from any out-of-state school shall be required
to pass the English language arts and mathematics portions of the
statedeveloped LEAP placement test.
• Names of the entrance tests used to determine grade placement
7th Grade – iLEAP – ELA and Mathematics
8th Grade – LEAP – ELA and Mathematics
High School – End of Course Tests
• The procedure used for determining Carnegie credit for high school students
Students requiring certification of credits earned in home study or an
unapproved school will be administered a state approved End-of-Course
assessment in each course for which the student is seeking credit.
►List the placement test(s) administered to the above-mentioned transfer
students, if applicable.
In addition to the comprehensive exam used to determine grade placement, any
Louisiana student enrolling in grade 5 or 9 who does not have LEAP scores,
will be administered the Iowa Placement test in lieu of LEAP. The student must
score the promotional standard of the Basic/Approaching Basic combination. If
the student scores Basic on ELA, the student must score approaching basic on
Math, or vice versa.
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.
English Language Learners and other minority language students will primarily be
identified through two mechanisms: Home Language Surveys and student enrollment
forms which request information regarding language spoken at home. Any student
whose completed Home Language Survey indicates use of a home language other
than English is considered a language minority student and is screened for English
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language proficiency. Students whose first learned a language other than English or
who speak another language most of the time are also 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.
Students whose home language, as identified by the Home Language Survey, is not
English, will be assessed annually in reading, writing, listening, and speaking, using
the LAS and ELDA to determine their English proficiency levels.
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.
English as a Second Language will be offered as a part of the English Language Arts
block and it may also be offered in other additional courses. English as a Second
Language will be taught by the ESL teacher using the English Language Development
Standards and Benchmarks which are aligned to the Louisiana Comprehensive
Curriculum and linked to the state’s Standards for English Language Arts,
Mathematics, Science, and Social Studies.
Students will be placed with their grade/age level peers and will receive instruction in
small, targeted pull-out groups, differentiated by age and language ability. Every
attempt will be made to place students who have just arrived in the United States in
the same grade in which they were enrolled in the sending country, however, where
there are significant gaps in a child’s education, some students may be placed one
grade level below that in which they were enrolled in sending country.
English Language Learners who require language interventions and accommodations
will be taught using the most appropriate research-based including: ESL Pullout
Services and structured immersion with some bilingual support.
Students with “newcomer” status, with little native English and as assessed by the LAS
and ELDA, will receive 90 minutes of targeted English grammar instruction in small
groups. Language learning software to help individualize instruction will provide
additional academic support for students. Students with intermediate and advanced
levels of English will receive a minimum of 45 minutes of targeted instruction, utilizing
the approved text, and the guided reading literacy instructional model as the
curriculum.
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In grades 7-8, placement, promotion or retention of a Limited English Proficient
student must not be based upon English proficiency or lack of it. The student should,
however, be assigned grades based on cooperation, effort and participation in
classroom assignments to the degree his/her English language proficiency allows.
LEP student promotion at the middle level will be considered by the School Building
Level Committee/Student Assistance Team and the ESL teacher. No LEP student
shall be retained solely because of limited English Proficiency.
Scheduling of students in grades 9-12 will be determined by each student’s needs and
ability to succeed in a class where English is the only language of instruction. The
instructional program for the Limited English proficient secondary student will include
ESL and non-highly language-dependent courses (i.e., music, art, P.E.) until s/he
develops a level of competency to succeed in these required courses. Limited English
students may be scheduled in courses such as reading, speech, music and courses
that facilitate oral comprehension and production while at the same time allowing the
student to earn Carnegie credits.
The LEP pupil who cannot sufficiently comprehend English should not be assigned
failing grades in language-dependent courses. Grades will be assigned on the basis
of cooperation, effort, participation in activities and completion of classroom
assignments to the degree that language proficiency allows. If the LEP pupil is able to
perform the skills in a particular subject, the grade will be based on achievement
according to the regular grading system.
English Language Proficiency Requirements
Only those students who meet the requirements of English Proficiency as defined by
the Louisiana State Department of Education (LDE) will be allowed to exit the English
as a Second Language (ESL) Program.
• All LEP students shall take the English Language Development Assessment
(ELDA) annually, as well as, the appropriate State assessment for the
student’s enrolled grade.
To be considered English proficient and exit LEP status, an LEP student in grades
7- 12 must score:
• A composite level 5 on the ELDA; OR
• one year at composite level 4 on ELDA; and one year at proficient on the
English Language Arts portion of iLEAP, LEAP, GEE, LAA 1 and 2 for
students in grades 9-12
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)
d. Establish procedures to monitor former Limited English Proficient students for two years.
►Describe procedures the LEA has established to monitor former Limited English
Proficient students for two years.
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The ESL teachers will confer with the regular teachers on the progress of the ESL
students. The ESL teachers will review the interim reports and quarterly report cards to
determine the success of the students. If a student is not being successful in the regular
classroom, ESL services will be offered to the student.
The LEA will monitor students who have exited the ESL program through the
Student Monitoring Reclassification (SMAR) Form, and will monitor these students’
academic progress at the end of each grading period.
e. No LEP student shall be retained solely because of limited English proficiency.
Title VI of the Civil Rights Act of 1964: Title VI prohibits discrimination on the grounds of race, color, or national origin by recipients of federal financial assistance. The Title VI regulatory requirements have been interpreted to prohibit denial of equal access to education because of a language minority student's limited proficiency in English. (See: Louisiana District and School Administrators English Language Learners Program Handbook)
D. Review of Placement
1. Review of promotion and placement decisions may be initiated by the local school
superintendent and/or parent or guardian (R.S. 17:24.4 G.).
2. Each local school board may adopt policies whereby it may review promotion and
placement decisions, in order to ensure compliance with its local plan (R.S. 17:24.4
G.).
►Describe the LEA’s policy that addresses how promotion and placement decisions are
monitored periodically to determine that the LEA’s policies are being implemented
uniformly across the system. Explain how, upon request, an individual, such as a parent,
teacher, principal, superintendent, etc., could initiate an individual review.
The governing board, as a designated evaluator of the charter director, is charged with the
task of monitoring the charter director and teachers to assure uniform implementation of
the policies for promotion and placement as outlined in the PPP. Any exceptions made to
these policies, whether made by the teacher, director, or the governing board, shall
include parental involvement
It shall be the responsibility of the charter director to ensure that promotion, retention, and
placement policies are implemented in accordance with the PPP and that they are
implemented in a uniform manner. Periodic monitoring of regular instruction shall consist
of an examination of academic progress as well as other educational and socio-economic
considerations. The charter director is also responsible for informing parents of the
provisions of and any changes to the PPP.
A review of general placement policies may be initiated, at any time, upon request from
parents/guardians, teachers, the director, or the SBWC governing board. A review of
policies, as they affect an individual student may be initiated by the student’s
parent/guardian by submitting a written request to the director. Upon receipt of this
request, a conference will be initiated within ten (10) school days. The charter director will
invite the appropriate teacher(s) or supervisor, or both, to participate in the conference.
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After reviewing the policies and their implementation as they affect the student, further
questions and concerns will be resolved using the “Due Process” procedure.
The teacher of any student who is showing limited academic progress has the
responsibility of initiating a student placement review by the SBLC team. Team/parent
conferences should be held in order to develop effective intervention strategies for
students in conjunction with the SBLC/ RTI team. Student interventions will be
formally evaluated at each benchmark period to determine the level of effectiveness
and adjusted as needed. These strategies and modifications will be documented in
writing to the parent and appropriate teachers and included in the student’s
cumulative record.
In the case of the student with a disability, the due process procedures must be
consistent with those described in the approved Individuals with Disabilities Act (IDEA)
Part B, LEA Application. Due process procedures for qualified students with
disabilities must be consistent with those defined in Section 504 of the Rehabilitation
Act of 1973.
Maintenance, use and dissemination of information shall conform to requirements of all applicable state and federal laws including the Louisiana Public Records Act, the Family Educational Rights and Privacy Act (FERPA), and the Individuals with Disabilities Education Act.
II. Attendance Policy
A. Elementary students shall be in attendance a minimum of 60,120 minutes (equivalent to
167 six-hour days) a school year. In order to be eligible to receive grades, high school
students shall be in attendance a minimum of 30,060 minutes (equivalent to 83.5 six-hour
school days), per semester or 60,120 minutes (equivalent to 167 six-hour school days) a
school year for schools not operating on a semester basis. (Bulletin 741, §1103.G)
III. Promotion K – 8
Based upon local school board policy pursuant to these guidelines, each teacher shall, on
an individualized basis, determine promotion or placement of each student [R.S. 17:24.4
(G)]. Local school board policies relative to pupil progression will apply to students placed
in regular education programs, as well as to exceptional students and to students placed in
alternative programs. Placement decisions for exceptional students must be made in
accordance with the least restrictive environment requirements of state and federal laws.
A. Requirements of the Louisiana Educational Assessment Program
1. A Pupil Progression Plan shall require the student’s proficiency on certain tests as
determined by the BESE before he or she can be recommended for promotion. (R.S.
17:24.4)
2. In addition to completing at least the minimum Carnegie units of credit as required by
BESE, the student shall meet assessment requirements to earn a standard high school
diploma. (Bulletin 741 §2318 and §2319)
3. At the conclusion of the 2015-2016 school year, placement decisions for fourth students
shall be made according to local pupil progression plans, which shall outline the evidence
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of student learning used to make promotion decisions. Such evidence shall include, but
not be limited to, performance on classroom assignments or benchmark assessments
(Bulletin 1566 §701)
4. At the conclusion of the 2015-2016 school years, LEAs shall follow the guidelines set forth
in §701.B of Bulletin 1566 to determine, based on evidence of student learning, whether
eighth grade students may be promoted to the ninth grade or placed on a high school
campus in transitional ninth grade. The percentage of an LEA’s eighth graders placed in
transitional ninth grade is expected to remain stable over time. In the event that the
percentage of an LEA’s eighth graders placed in transitional ninth grade in 2015-2016
exceeds the percentage of eighth graders in that LEA eligible for transitional ninth grade
at the conclusion of the 2013-2014 school year, the local superintendent of that LEA shall
provide a written justification to the state superintendent. (Bulletin 1566 §503)
5. All placement and promotion requirements for 4th and 8th graders shall be aligned with
current BESE guidelines as outlined in the High Stakes Testing Policy. (Bulletin 1566
§701)
6. IEP teams shall determine promotion to the next grade level for a student with a disability
who fails to meet state or local established performance standards on any assessment for
purposes of promotion. Such determination shall be made only if, in the school year
immediately prior, the student has not otherwise met the local requirements for promotion.
(Bulletin 1530 §403)
7. Students with disabilities participating in the state testing program must be provided with
accommodations as noted in the students’ Individual Education Program (IEP). (Bulletin
118 §3301)
8. Students eligible for services under Section 504 of the Rehabilitation Act of 1973 should
have accommodations as noted on their individual accommodation plan (IAP).
9. Students with disabilities who participate in the LEAP Alternate Assessment, Level 1 (LAA
1) shall have promotion decisions determined by the IEP Team. (Bulletin 1530 §401.)
10. LEP students shall participate in statewide assessment. The SBLC shall be granted the
authority to waive the state’s grade promotion policy for a LEP student. A LEP student
who was granted a waiver at the 4th grade level is ineligible for a waiver at the 8th grade
level. (Bulletin 1566 §707 E)
►Describe the LEA’s criteria and evidence for determining if a first-time fourth grader will
be placed in fifth grade. Identify which resources, including performance on classroom
assignments or benchmark assessments, will be utilized to provide evidence of student
learning and who will make the decision.
NOT APPLICABLE-SOPHIE B. WRIGHT HIGH SCHOOL ONLY ENROLLS STUDENTS
IN GRADES 9-12.
►Describe the LEA’s plan for intervention and remediation for the non-proficient student
for the summer and school year.
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Summer Remediation will be offered for students who are determined to be non-proficient
based on previous academic history, grades, and attendance. Remediation and
intervention will be determined at the school level. SBWC will determine content, skills,
and number of hours based on the individual needs of the student. Throughout the school
year, students will participate in after school and/or Saturday School in which academic
interventions, including personalized tutoring and homework assistance is provided.
►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.
At the conclusion of the 2015-2016 school year and beyond, a student who is a first-time
eighth grader must score at or above the proficient achievement level, as determined by
BESE, on the English language arts or mathematics component of the LEAP and at or
above one achievement level below proficient, as determined by the state board
(hereinafter referred to as the passing standard) to be promoted to the or ninth grade. If
an 8th grade student is determined to be non-proficient with the high stakes testing,
report card grades or both, consideration for promotion is based on the following:
enrollment; attendance; course grades; scores on local testing programs and screening
instruments necessary to document the local criteria for promotion; special education
documents as specified in the approved IDEA-Part B, LEA application; and successful
completion of summer remediation and/or summer school.
After careful study of the student’s records, the SBLC will make the decision to determine
promotion to 9th grade, retention, or make a recommendation for referral to a Transitional
9th Grade program. Placement in transitional 9th grade shall be at the discretion of the
school where the student was enrolled in 8th grade.
STUDENTS WITH DISABILITIES
Beginning in spring 2015 and in accordance with procedures set forth by the LDE, IEP
teams shall determine promotion to the next grade level for a student with a disability who
fails to meet state or local established performance standards on any assessment for
purposes of promotion. Such determination shall be made only if, in the school year
immediately prior to each grade level in which the student would otherwise be required to
demonstrate certain proficiency levels in order to advance to the next grade level, the
student has not otherwise met the local requirements for promotion or has not scored at
or above the basic achievement level on the English language arts or mathematics
components of the required state assessment and at or above the approaching basic
achievement level on the other.
The School Building Level Committee (SBLC) and/or IEP Team is required to evaluate all
promotions and retention questions in regard to students with disabilities that are not
covered by the High Stakes Testing Policy. The committee or team will consider the
following.
LAA 1
Students with the most severe cognitive disabilities are eligible to take the LEAP Alternate
Assessment Level 1, known as LAA 1. The assessment is based on Extended Standards
which capture the core academic content of academic standards.
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Students in 7th, 8th and 10th grades are assessed in English language arts and math.
Students in 8th and 11th grades are also assessed in science. Students who take the
LAA 1 may receive a Certificate of Achievement, not a high school diploma.
LAA 2
Students with persistent academic difficulties who meet specific participation criteria are
eligible to take the LEAP Alternate Assessment Level 2, known as LAA 2. The
assessment is based on the state’s academic standards but has fewer questions, less
reading and writing, different scoring rubrics, and a modified format with fewer items on a
page with larger print.
Students in 8th grade are assessed in English language arts, mathematics, science
and social studies. Students in 7th grade are assessed in English language arts and
mathematics. Students in the 10th grade are assessed in English language arts and
mathematics, and students in 11th grade are also assessed in science and social
studies. Students may take the LAA 2 in all subjects or just some subjects, based on
their Individualized Education Plan (IEP).
Students with disabilities who have passed two End-of-Course tests may be eligible for a waiver of the third exam required for graduation. Also, students eligible for LAA 2 may choose to take the LAA 2 tests to meet graduation requirements if they do not pass the End-of- Course tests.
Additionally, to enable the committee to more effectively make appropriate grade
placements, all student work samples and/or norm referenced and criterion
referenced assessment data available will be evaluated.
LEP STUDENTS
In grades K-8, placement, promotion or retention of a Limited English Proficient student
must not be based upon English proficiency or lack of it. The student should, however, be
assigned grades based on cooperation, effort and participation in classroom assignments
to the degree his/her English language proficiency allows.
►Describe how you will address remediation for transitional 9th grade students during the
summer and school year while ensuring credit accumulation and exposure to 9th grade
level ELA and math content.
Remediation is provided for 8th grade students who are not making the expected
academic progress and identified as scoring Approaching or Unsatisfactory on 7th and 8th
grade state/district assessments. The school’s RTI Plan for remediation for transitional 9th
grade students performing below level includes the following:
Double Dose Programs in which students transitional 9th graders are enrolled in math
and/or English support courses along with the typical 9th grade required course(s):
READING – The Core course for 9th grade is English I.
Students will be enrolled in both English I and Reading I. Read 180 will be used as
the intervention.
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MATH – The Core course for 9th grade is Algebra I.
Algebra I. Intervention/Remediation should be provided within the classroom and
the student will be enrolled in a Freshman Math remediation course.
All incoming 9th graders are required to attend a 4 week Summer Connections program
designed to help students transition from middle to high school and provide academic and
social supports.
The above remediation strategies will be supplemented with extensive after school and
summer remediation in English Language Arts and Pre-Algebra, Algebra I to identify and
remediate targeted deficiencies.
Throughout the academic year and summer, SBWC shall also provide academic and
support counseling services, and a variety of intervention/ remediation options (face-
toface and online) to help at-risk students to succeed.
►Describe the function of the SBLC as it relates to student promotion and retention.
Per requirements of Section 504 of the Rehabilitation Act of 1973, Bulletin 1566, Bulletin
1508, and Bulletin 1903, the School Building Level Committee (SBLC), is comprised of
competent and knowledgeable individuals, formed to conduct assessment and referral
activities and to document, review, and recommend actions needed to improve student
academic performance In rare and extreme cases, as allowed by law, the SBLC/SAT may
recommend to the charter director that a child with other extenuating conditions be
promoted.
An exceptional promotion as determined by the SBLC/SAT on a case by case basis may
be considered where allowed by BESE policy only under any one or more of the following
circumstances:
• if the student has been in the grade for two years
• if the student is two years above his age group and has been enrolled one full year
in each preceding elementary grade
• exceptions as allowed by LEAP accountability guidelines. (Exceptions for 4th and
8th Grade Students.)
B. High Stakes Testing Policy
1. The decision to retain a student in the fourth or eighth grade more than once as a
result of his/her failure to achieve the passing standard on the English Language
Arts and Mathematics components of the state mandated assessments shall be
made by the LEA in accordance with the local Pupil Progression Plan. (See
Chapter 7 of Bulletin 1566 for additional policies regarding High Stakes Testing.)
►Describe the LEA criteria that determine if a student is retained in 4th grade more
than once as a result of failure to score at or above the required Proficient
achievement level on the state mandated assessments for English and
Mathematics.
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NOT APPLICABLE-SOPHIE B. WRIGHT HIGH SCHOOL ONLY ENROLLS STUDENTS IN GRADES 9-12.
►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.)
NOT APPLICABLE-SOPHIE B. WRIGHT HIGH SCHOOL ONLY ENROLLS STUDENTS IN GRADES 9-12.
►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.)
NOT APPLICABLE-SOPHIE B. WRIGHT HIGH SCHOOL ONLY ENROLLS STUDENTS IN GRADES 9-12.
►Describe the fourth grade transitional program required for students who meet
the criteria. (Bulletin 1566 §703 C.)
NOT APPLICABLE-SOPHIE B. WRIGHT HIGH SCHOOL ONLY ENROLLS STUDENTS IN GRADES 9-12.
►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)
Students who must attend summer remediation are mandated to complete a minimum of 90% of 50 hours of remediation per required subject to become eligible for the waiver options offered in the High stakes Testing Policy.
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.
Describe the customized counseling structure (e.g., a support team) to support
each Transitional 9th Grade student.
Transitional 9th Grade students are supported through:
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- Support Team (e.g., counselor, social worker, outside resources like Upward
Bound, mentor, etc. as appropriate by school site)
- Intervention and remediation (e.g. RTI, credit recovery, 21stCentury)
- Progress and Attendance Monitoring
►Explain how an individual student’s progress will be tracked, specifying the data
the support team will use to identify student progress and gaps.
Due to limited 9th grade enrollment, SBWC is currently not offering a 9th grade
Transitional Program.
►What Career Readiness Course Opportunities will be provided to the students?
Due to limited 9th grade enrollment, SBWC is currently not offering a 9th grade
Transitional Program.
►How will an appropriate T9 curriculum be identified and implemented?
Due to limited 9th grade enrollment, SBWC is currently not offering a 9th grade
Transitional Program.
C. Elementary Program of Studies Requirements
1. The elementary grades shall provide a foundation in fundamentals of English
LanguageArts, 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)
1. Elementary schools shall offer an articulated foreign language program for 30 minutes
daily in grades four through six and 150 minutes per week in grades seven and eight.
(Bulletin 741 §2313)
►List detailed and specific LEA promotion requirements by grade level for K-8. If
promotion criteria for 4th and 8th grade students exceed the state requirements of
passing the state mandated assessments, list any additional requirements.
Promotion: Grades 7 and 8
Decisions to retain or promote K-8 students should be based on successful completion of
the curriculum as evidenced by mastery of Louisiana Grade Level Expectations (GLE’s)
and fulfillment of state attendance requirements. Students shall have participated in the
State mandated assessments, if enrolled at the time of the assessments.
At the conclusion of the 2015-2016 school year and beyond, a student who is a firsttime eighth grader must score at or above the proficient achievement level, as determined
22
by BESE, on the English language arts or mathematics component of the LEAP and at or above one achievement level below proficient, as determined by the state board (hereinafter referred to as the passing standard) to be promoted to the or ninth grade.
A student shall not be promoted in grades 7 and 8 if s/he fails to attain at least a “D” in
the following:
• Any two major subjects (Reading, Math, English, Social Studies, Science), or
• Any three minor subjects (all other subjects), or
• Any combination of one major subject and two minor subjects
If an 8th grade student is determined to be non-proficient with the high stakes testing, report card grades or both, consideration for promotion is based on the following: enrollment; attendance; course grades; scores on local testing programs and screening instruments necessary to document the local criteria for promotion; special education documents as specified in the approved IDEA-Part B, LEA application; and successful completion of summer remediation and/or summer school.
After careful study of the student’s records, the SBLC will make the decision to
determine promotion to 9th grade, retention, or make a recommendation for referral to
a Transitional 9th Grade program. The decision to place a student in the transitional
ninth grade or to retain a student in the eighth grade shall be made, in consultation with
the student’s parents.
For students with disabilities: the IEP team, in collaboration with the parent/guardian, will
determine appropriate student placement.
►Describe the elementary foreign language program for academically able students in
grades 4–8.
An articulated elementary foreign language program for a minimum of 150 minutes per
week in grades 7-8 shall be taught in the subject areas designated by the school for all
academically able students. This program shall be optional for all others. Parents of
academically able students will be notified of student participation in the foreign language
program and of the designated area for foreign language. Students in grades 7-8 who do
not meet the definitions of academically able may be scheduled whenever appropriate as
long as they receive a minimum of 150 minutes of instruction each week. For identified
special education students, the IEP committee shall determine the student’s eligibility to
receive foreign language instruction.
► Explain the local definition of the term “grade level” or “on grade level.”
A student is academically able for foreign language if recommended by the principal and
the reading teacher and if s/he satisfies all of the following criteria:
• Scores a minimum of 75 percentile in reading on the iLEAP (or other normreferenced
test for students transferring to the school).
• Has a B average or higher in language arts.
• Has demonstrated interest in learning foreign language.
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IV. High School Graduation Requirements
A. Carnegie Credit and Credit Flexibility (Bulletin 741 §2314)
1. Students may earn Carnegie credit as middle school and high school students in two
ways:
a. By passing a course in which the student is enrolled and meeting instructional time
requirements, as set forth below; or
b. By demonstrating proficiency as set forth below.
2. When awarding credit based on instructional time, LEAs shall provide a minimum of
7,965 minutes for one Carnegie credit, and students shall be in attendance for a
minimum of 7,515 minutes. In order to grant one-half Carnegie credit, LEAs shall
provide a minimum of 3,983 minutes, and students shall be in attendance for a minimum
of 3,758 minutes.
3. When awarding Carnegie credit based on demonstrated proficiency, LEAs must inform
the LDE of the following on behalf of any student or group of students:
a. the name of the examination used to measure proficiency, if nationally recognized, or
b. a copy of the examination used to measure proficiency, if locally developed or
notnationally recognized and the score required to demonstrate proficiency; or
c. a listing of requirements to demonstrate proficiency through portfolio submissions.
4. Students enrolled in a course for the first time, which is not a credit recovery course or
part of an accelerated program, shall only earn credit according to the pathway in
Paragraph A.1. of this Section once the school year has begun.
a. If a student fails a course, but meets the standard of proficiency on the end-ofcourse
exam, the student may retain that score to be factored into their final grade in either
a credit recovery course or a repeat of the traditional course.
5. Proficiency in a course with a state administered End of Course exam must be
demonstrated using the End of Course exam.
6. The LDE may require revisions of assessments in order to ensure that they adequately
measure proficiency.
7. Students meeting the requirements for Carnegie credit based on proficiency shall
havethe 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.
Unit Credit
In grades 9 – 12, pupils earn Carnegie units (upon successful completion of the
course) at the rate of unit credit assigned or approved by the Louisiana State
Department of Education. To be eligible to earn the unit of credit, the pupil must
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meet the minimum satisfactory performance level and 7 or 8 period schedule
schools shall follow the prescribed requirements of the Louisiana State
Department of Education in Bulletin 741.
The composite marking period grade for a pupil in grades 9 –12 is determined by the
following method:
All work other than the marking period examination counts for no more than 80% of
the total grade.
Marking period examinations will count for no less than 20% and no more than 25%
of the total grade. Mandated EOC exams will be 30% of the final course grade.
Repeat of Unit Credit and New Credit
A pupil who has completed a course (1 unit) which earns Carnegie unit credit and
who is not satisfied with the grade or has failed the class may elect to repeat the
course. A course may be repeated. The pupil, in writing, with the parent or
guardian’s signature, shall request the principal’s permission to repeat the course.
The charter director or designee must give prior approval for any type of online
course. This request becomes part of the cumulative folder. The school shall: •
review the class loads to see if there is space during the school year; or
• refer the pupil to summer school with a summer school authorization form or during
the school year for repeat work; or
• place the student in a distance learning course, dependent on availability and
individual student needs
Once the course is completed for the second time or for a new course the first time,
a conference will be held with the pupil, parent or guardian, and the counselor.
A written statement will be prepared and become part of the cumulative folder. This
statement will:
• indicate both grades;
• indicate that both of the two grades will remain on the permanent cumulative
record sheet for the student;
• the grade will be listed on the IGP with the old grade
• contain the signatures of the parent or guardian, pupil, and counselor.
Prerequisites
Placement in academic courses and electives is contingent upon pupil attainment
of prerequisite standards related to performance in skill areas.
Promotion: Grades 9-12
A student in the secondary grades (9-12) is placed on a grade level based on the
number of Carnegie units earned. Classification is on the basis of the total
number of units earned.
Minimum units of Carnegie credit required for promotion from each grade level:
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Freshman
9th Grade
Sophomore
10th Grade
Junior
11th Grade
Senior
12th Grade
6 units 12 units 18 units **24 units
**for graduating classes of 2012 and beyond
Additional promotional guidelines in grades 9-12:
• For each Carnegie unit of credit, a student must be present 82 days of the 87
days in a block schedule course, or 170 days in a full-year course;
• Beginning with the 2010 -2011 class of incoming freshmen, high school students must score at the Fair achievement level in English, mathematics, and either science or social studies of the End of Course Exam. End of Course examinations will be administered in the areas of: Algebra I, Geometry, English II, English III, Biology and American History. High school students who entered prior to the 2010 -2011 school year must attain the Approaching Basic standard on the Graduation Exit Examination in ELA, math and either science or social studies in order to graduate; and
• High school students must complete the required credit in ELA, math, science, and social studies, and electives as set forth in Bulletin 741.
Please note: Grade placement of students shall not be changed during the school
year. The exceptions to this policy are stipulated as follows:
• Grade placement for any student whose transcripts/report cards are not available at the time of registration may be changed, if warranted, after the transcripts/report cards have been received, examined, and evaluated to ensure proper grade placement.
• In the event an error has been made in grade assignment and/or in the grade
level of the LEAP test administered, the Leadership/RTI Team, in collaboration with the IEP Team (with guidance from Special Education Services), will make the necessary adjustments on the IEP and in SER for special education students. (This applies to students receiving Special Education Services only.)
• Students entering the district from a non-approved school or home school program, whose grade placement is questionable, shall receive tentative placement pending receipt of test scores and/or academic records.
• Students classified as 11th graders in the fall who earn enough credits to be
eligible to graduate in the spring.
• Early Release may only be granted to those students who are classified as graduating seniors and have met all requirements of the Graduation Exit Exam.
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Additional Note: To be eligible for valedictorian or salutatorian, a student must have been classified as a 12th grader with at least 20 Carnegie units at the beginning of the fall term in August and been enrolled at the current school for 8 semesters.
►Describe the LEA’s policy for awarding ½ unit of credit.
The LEA does not assign ½ unit credit for full unit courses.
B. High School Graduation Requirements
1. General requirements for a high school diploma and a Certificate of Achievement may
be found in §2317 of Bulletin 741.
2. A Louisiana state high school diploma cannot be denied to a student who meets the
state minimum high school graduation requirements; however, in those instances in
which BESE authorizes an LEA to impose more stringent academic requirements, a
school system diploma may be denied. (Bulletin 741 §2317)
3. Graduation requirements for the College Diploma may be found in §2318 of Bulletin
741, including the requirements for the following students:
a. Students who entered the ninth grade prior to 2008-2009,
b. Students entering the ninth grade in 2008-2009 to 2013-2014 who are completing
the Louisiana Core 4 Curriculum, and
c. Students entering the ninth grade in 2008-2009 to 2013-2014 who decide after
their second year of high school to complete the Basic Core Curriculum.
4. Graduation requirements for the TOPS University Diploma may be found in §2318 of
Bulletin 741, including the requirements for the following students:
a. Students who entered the ninth grade in 2014-2015 and beyond
5. Graduation requirements for the Career Diploma may be found in §2319 of
Bulletin741.
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.
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i. Students with disabilities identified under the
Individuals with Disabilities Education Act shall be
eligible for a waiver if the student meets all other
graduation requirements and is able to pass two of
the three required components of GEE or LAA 2, if
the DOE review determines the student’s disability
significantly impacts his/her ability to pass the final
required GEE test.
(Bulletin 741 §2318 B. and §2319 B.)
b. Incoming freshmen in 2010-2011 and beyond must pass End-of-Course Tests in
the following categories:
i. English II or English III ii. Algebra I or Geometry iii.
Biology or American History
c. Students with disabilities identified under IDEA who meet the eligibility criteria
previously used for LAA 2 participation and have entered high school in 2013-14 or
before may meet the graduation assessment requirements by passing the English
language areas and mathematics components of the LAA 2 and either the science
or social studies component of LAA 2.
d. Students with disabilities identified under the Individuals with Disabilities Education
Act shall be eligible for a waiver if the student meets all other graduation
requirements and is able to pass two of the three required EOC tests, and if the
DOE review determines the student’s disability significantly impacts his/her ability
to pass the final required EOC test. (Bulletin 741 §2318 B. and §2319 B.)
8. If a student with a disability has not met state-established benchmarks on state
assessments for any two of the three most recent school years prior to high school, or
for the two most recent administrations of any state-established assessments required
for graduation, the IEP team may determine if the student is required to meet state or
local established performance standards on any assessment for purposes of
graduation. (Bulletin 1530 §405).
V. Retention Policy
► State the number of times a student may be retained in each grade or level.
SBWC shall base retention of a student on the student’s failure to meet the criteria for
promotion as established by the Louisiana Department of Education. A student in grades 7-
8 who has been in the same grade two years may be considered for promotion by the
SBLC, except where prohibited by BESE. Students at the high school level can only be
promoted by earning the appropriate number of Carnegie units to progress to the next
grade.
If an 8th grade student is determined to be non-proficient with the high stakes testing, report card grades or both, SBLC consideration for retention is based on the following: enrollment; attendance; course grades; scores on local testing programs and screening instruments necessary to document the local criteria for promotion; special education documents as specified in the approved IDEA-Part B, LEA application; and successful completion of summer remediation and/or summer school.
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After careful study of the student’s records, the SBLC will make the decision to determine promotion to 9th grade, retention, or make a recommendation for referral to a Transitional 9th Grade program. The decision to place a student in the transitional ninth grade or to retain a student in the eighth grade shall be made, in consultation with the student’s parents. For all other grades, this LEA shall comply with the policies of the Louisiana Department of Education.
Students must be afforded every opportunity through the processes of RTI/SBLC to avoid retention. Every step as outlined in the guidelines of SBLC must be documented. Additionally, there must be evidence that progress monitoring has occurred, needed adjustments have been implemented, and proper notification to parents has been provided and documented. Students may not be retained if documentation of failed efforts through intervention is not available. All documentation must reside in the student’s cumulative folder and be forwarded to the SBLC team if a student is recommended for retention. If a student is promoted with deficiencies the student’s prescription shall be forwarded to the teacher of the next grade and collaboration between the two teachers shall occur to update the prescription with needed interventions.
Parents requesting that their child be retained in a grade that the student successfully completed based upon the Pupil Progression Plan must submit that request in writing to the SBLC. The request must outline compelling reasons why the student should be retained. The request must be forwarded to the Charter Director for consideration. The appropriate member(s) of the SBLC will review the request, and an appropriate recommendation will be made. Parents will be given written notification of the decision. The decision of the Charter Director shall be final.
► Describe any additional LEA policies that may determine student retention.
The following LEA Policies may determine student retention: • Students in grades K- 12 who are absent without cause for more than 10 instructional
days may be retained, upon review of the SBLC committee.
• Students in grade 8 who are promoted because of the retention limit must attend 90%
of the 50 hours of summer school and take the summer retest. Students in grades 7 –
8 shall participate in an intervention program whose content is determined by the LEA.
► Describe the intervention/remediation strategies to be used to prevent retention or in
lieu of student retention at the lower grades.
SBWC has developed learning experiences that are designed to address targeted literacy
and numeracy skills for at risk students. Intervention/remediation strategies we incorporate
include: an extended-day program; Saturday and Summer Remediation Programs; individual
and small group tutoring and homework assistance; differentiated instruction, technology
assisted instruction; utilizing a variety of research-based instructional strategies and;
curriculum coaches to support teacher development.
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.
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Accelerated promotion for grades 7-8 is designed for students with exceptionally high
achievement who may benefit from assignment to the next higher grade level. For grades
912, dual enrollment, honors curriculum and advanced placement classes are accelerated
offerings. High school students’ progress is made by acquiring the appropriate number of
Carnegie Units for each grade level.
Requests to consider acceleration are presented to the charter director from a parent or
teacher(s) prior to the end of the first semester. Said request shall be forwarded to the
SBLC/IEP Team for review and final decision. The SLBC/IEP Team is required to conduct a
comprehensive review of and carefully study all available student records, and consult with
the parent/guardian and teachers to obtain additional input. The recommendation shall
address all factors of a student’s academic, assessment, physical, personal/social and
emotional growth. Requests for acceleration for regular education students will be reviewed
the SBLC. The IEP Team shall consider requests for acceleration by gifted/talented
students.
► Describe the LEA criteria for acceleration, including who is involved in the
decision-making process, what evaluation criteria are used, and other local
policies.
Students who might qualify for acceleration will be referred to the school level SBLC or
IEP Team for review of student work, assessment scores, and other factors to determine
if they would benefit more from the instructional program at an advanced grade level.
► Describe any policies governing services for gifted students.
To qualify for participation in Gifted Program classes, a student must first be classified as
gifted. Students are referred by teachers or parents to the SBLC/Student Assistance Team
for screening; the SBLC/SAT then refers students who have passed the screening for
evaluation. Evaluation reports are completed within the 60 working days timeframe as
established by the State. Once identified as gifted, this LEA addresses the unique needs of
its gifted students in accordance with state and federal regulations in Bulletins 1508 and
1706-B. to identify
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.
Students will be provided an opportunity to graduate in less than 4 years provided that the
minimum requirements for graduation from high school as set forth by BESE are met. A
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diploma may be denied, however, in those instances in which BESE authorizes an LEA to
impose more stringent academic requirements. The early graduation program may
include distance education, dual enrollment, and Carnegie credit earned in middle school.
The use of flexible course scheduling, distance learning and online courses will be
encouraged to facilitate graduating in less than four years.
VII. Remediation
A. Legal Authorization
1. R.S. 17:24.4 G provides that those students who fail to meet required proficiency
levels on the state administered criterion-referenced tests of the Louisiana Educational
Assessment Program shall receive remedial education programs that comply with
regulations adopted by BESE.
2. R.S. 17:394–400 is the established legislation for the remedial education programs.
3. A program of remedial education shall be put into place by local parish and city school
systems following regulations adopted by BESE pursuant to R.S. 17:24.4. All eligible
students shall be provided with appropriate remedial instruction. (R.S. 17:395 A).
B. Purpose
1. The intent of remedial educational programs is to improve student achievement in the
grade-appropriate skills identified as deficient on the state’s criterion-referenced
testing program for grades 4 and 8, and the End-of-Course Tests. (R.S.17:395 B and
BESE Policy).
C. State Mandatory Requirements
1. Any public elementary or secondary student, including a student with a disability
participating in the Louisiana Educational Assessment Program, who does not meet
the performance standards established by the Department and approved by BESE, as
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.
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ii. All students with disabilities who participate in testing should receive services
along with regular education students in summer programs, with special
support provided as needed, including accommodations.
iii. Students with disabilities who participate in LEAP Alternate Assessment, Level
1 (LAA 1), are not eligible to attend the state mandated summer remediation programs.
c. Remediation shall be provided to students who score at the Unsatisfactory level on
the state mandated Science and Social Studies tests.
d. Remediation is recommended for 4th and 8th grade students who score at the
Approaching Basic level on the state mandated Science and Social Studies tests.
d. 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 80% of the eligible students will participate in the LEAP
Preparation/Remediation Program.
• Of those students who participate in the English Language Arts component of the LEAP Program, 60% will achieve the passing standard needed for promotion to the 8th or 9th grade on the 2016 spring or summer LEAP test.
• Of those students who participate in the Mathematics component of the LEAP Remediation Programs, 60% will achieve the passing standard needed for promotion to the 8th or 9th grade on the 2012 spring or summer LEAP test.
o Describe the criteria used to determine which 4th and 8th grade students are eligible
for school year intervention/remediation.
Any student who needs intervention/remediation (if they have not met state
required performance levels on any section of the previous year’s LEAP or iLEAP)
test, or if they are a repeater, is eligible to receive school year
intervention/remediation services. The RTI/SBLC team will determine which
students will participate in intervention/remediation.
o Does the district suggest or require a minimum number of remediation services hours
each school should provide to its eligible students? If so, what is the minimum?
This LEA’s LEAP program shall offer each eligible student a minimum of 50 hours of
tutoring/remediation in each subject of ELA and math, either during the school term
or summer programming. The minimum 50 hours shall be provided between the
September and the Thursday, prior to the beginning of spring testing. Summer
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remediation program participants will receive 50 hours of additional instruction in
preparation for retesting in any non-proficient subjects.
o Describe the materials and methodology to be used throughout the district in
school year intervention/remediation.
The LEA uses a variety of commercially published, SDE developed, and teacher
developed materials including: LEAP Pass on Paper; GLE Focus Lessons; Triumph
Learning’s Coach. These instructional materials are supplemented with technology
resources including Study Island. Direct instruction and small group and
individualized tutoring are designed to address specific academic deficiencies
identified by standardized assessments and other school administered
assessments.
o Describe the form of documentation collected from students/parents who refuse
school year remediation services.
Should a parent or legal guardian of a student refuse to permit the student to
attend/participate in the remedial education class, the parent or legal guardian must
go to the school to sign and date a “Refusal to Accept Remediation Statement”
following an explanation of Louisiana’s LEAP/EOC Tests/High Stakes requirement’s
leading to the receipt of a high school diploma. A copy of the signed statement will
be given to the parent and the original copy placed in the student’s cumulative folder
o Describe how science and social studies remediation is implemented.
In addition to incorporating Science and social studies content remediation within
the ELA remediation framework, supplemental curriculum materials will be used
within the Science and Social Studies classes to address academic deficiencies and
to re-teach and reinforce skills and concepts. Remediation materials will include:
PASS on Paper, PASS, GLE Focus lessons a variety of computer software,
paperback books, novels, periodicals, newspapers, and practice skills books.
o Describe the district’s plan for coordination of state, federal, and local funds for
school year remediation.
As a component of The School Improvement Plan, the LEA develops a strategic
plan which includes the most effective utilization of state and federal funds. Specific
funds are targeted for the LEAP, EOC, PARCC, ACT, etc.. remediation programs.
Minimum Foundation Program (MFP) funds from the state will pay for personnel
expenses (stipends), materials, building costs, and transportation. Federal funds
such as Title I and IDEA will be used to provide additional academic supports at our
school in the form of supplemental personnel, programming, and supplies.
o Describe the district’s plan for documenting evidence of achievement/growth of
students who are participating in school year remediation.
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Sophie B. Wright Charter shall participate in the evaluation of its LEAP Remediation Program conducted by the State Department of Education. An annual evaluation shall be submitted to the state superintendent. This evaluation will include: (1) student performance, (2) coordination with other programs, (3) instruction, and (4) budget. All exit examination results and individual progress records citing students’ performance will be maintained at the central office as well as at the school site.
►Summer Remediation Program
o List the objectives for your summer remediation program.
• At least 80% of the eligible students will participate in the LEAP
Preparation/Remediation Program.
• Of those students who participate in the English Language Arts component of the LEAP Program, 50% will achieve the passing standard needed for promotion to the 8th or 9th grade on the 2016 summer LEAP test.
• Of those students who participate in the Mathematics component of the LEAP Remediation Programs, 50% will achieve the passing standard needed for promotion to the 8th or 9th grade on the 2016 summer LEAP test
o Describe the criteria used to determine which 4th and 8th grade students are eligible
for summer remediation.
Summer remediation is made available to any 7th or 8th grade student who
scores below the state required performance levels on the LEAP
examination. Students who meet the basic or above /approaching basic
standard is also eligible to attend in the approaching basic subject to
improve the score.
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.
The summer remediation program is scheduled for 20 days at 4 hours a day in June
prior to re-testing.
o Describe the materials and methodology to be used throughout the district in
summer remediation.
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Instruction in the state funded remedial education program shall target student
academic deficiencies identified by state assessments in written composition,
English Language Arts, and Mathematics. Materials will include: practice
LEAP test on Paper, GLE Focused Learning Lessons, Triumph Learning’s
Coach, and Ladders for Success are only some of the resources that will be
used in the tutoring programs. These materials will be supplemented with
additional technology resources. Student’s tutoring lessons will be tailored to
address weaknesses identified by previous standardized assessments and other
school administered assessments.
o Describe the form of documentation collected for students and parents who refuse
summer remediation services.
Should a parent or legal guardian of a student refuse to permit the student to
attend/participate in the remedial education class, the parent or legal guardian must
go to the school to sign and date a “Refusal to Accept Remediation Statement”
following an explanation of Louisiana’s LEAP/EOC Tests/High Stakes requirement’s
leading to the receipt of a high school diploma. A copy of the signed statement will
be given to the parent and the original copy placed in the student’s official file.
o Describe the district’s plan for coordination of state, federal, and local funds for
summer remediation.
As a component of The School Improvement Plan, the LEA develops a strategic plan which includes the most effective utilization of state and federal. Specific funds are targeted for the LEAP remediation program. Minimum Foundation Program (MFP) funds from the state will pay for personnel expenses (stipends), materials, building costs, and transportation and food service. Federal funds such as Title I , SIG, 21st Century and Extended School Year will be used to provide additional academic supports at our school in the form of supplemental personnel, programming, and supplies.
o Describe the district’s plan for documenting evidence of achievement/growth of
students who are participating in summer remediation.
Sophie B. Wright High School shall participate in the evaluation of its LEAP
Remediation Program conducted by the State Department of Education. An annual
evaluation shall be submitted to the state superintendent. This evaluation will
include: (1) student performance, (2) coordination with other programs, (3)
instruction, and (4) budget. All exit examination results and individual progress
records citing students’ performance will be maintained at the central office as well
as at the school site.
►EOC Remediation
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o Describe the EOC remediation provided for students. Include the following:
o Program Description
o Student selection criteria
Students, including special education, who do not make a passing score on the
EOC as determined by the state cutoff score are provided remediation
opportunities. This includes students that did not pass End-of-Course (EOC)
and/or students that need Carnegie units and EOC tests
o Pupil/Teacher ratio
The suggested pupil/teacher ratio is 15 to 1.
o Instructional time
Students will be offered a minimum of 30 hours during the year and summer for EOC remediation. EOC Summer Program will be conducted from May 25 – June 17, 2016. This allows for 18 days of instruction (5 days per week), two hours a day in ELA and Mathematics (180 hours). EOC Summer tests will be administered during the week of June 20 – 24, 2016.
o Selection criteria for teachers and/or paraprofessionals
Teachers and/or paraprofessionals will be required to apply and interview, and
must possess the appropriate certification/qualifications as required by the
Louisiana State Board.
o Materials and methodology to be used
For EOC Summer Remediation the following materials will be used: Buckle
Down Science and Biology; ACT GEAR Learning for American History;
Common Core English for Grades 9, 10, 11, and 12; and Common Core Math
for Algebra I and Geometry. Direct instruction and small group and
individualized tutoring, and technology supported instruction are strategies
which will be used to address specific academic deficiencies identified by
standardized assessments and other school administered assessments.
The Instructional component of the Secondary Remedial Education Program
will provide for as much current course content as feasible aligned with the
student’s skill needs being addressed on the EOC and based on the state
standards and benchmarks. However, when prerequisite skill teaching
(individualized or small group) is necessary, indication of such will be
documented in writing on each student’s record. This may be provided by work
in a computer Lab or through other alternative computer programs.
o Program type – Examples: remediation courses, after-school tutoring, EOC
remediation is conducted during the summer school session for any subject area
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needed by non-proficient students. SBWC also offers opportunities for students to
participate in after school and Saturday remediation services.
o Documentation of students’ and parents’ refusal to accept remediation Should a
parent or legal guardian of a student refuse to permit the student to
attend/participate in the remedial education class, the parent or legal guardian
must go to the school to sign and date a “Refusal to Accept Remediation
Statement” following an explanation of Louisiana’s LEAP/EOC Tests/High Stakes
requirement’s leading to the receipt of a high school diploma. A copy of the signed
statement will be given to the parent and the original copy placed in the student’s
cumulative folder.
o Plan for coordination of state, federal, and local funds for remediation
As a component of The School Improvement Plan, the LEA develops a strategic
plan which includes the most effective utilization of state and federal. Specific funds
are targeted for the LEAP remediation program. Minimum Foundation Program
(MFP) funds from the state will pay for personnel expenses (stipends), materials,
building costs, and transportation and food service. Federal funds such as Title I
and Extended School Year will be used to provide additional academic supports at
our school in the form of supplemental personnel, programming, and supplies.
o Evaluation plan for documenting evidence of achievement/growth of students
Sophie B. Wright Charter shall participate in the evaluation of its LEAP
Remediation Program conducted by the State Department of Education. An
annual evaluation shall be submitted to the state superintendent. This evaluation
will include: (1) student performance, (2) coordination with other programs, (3)
instruction, and (4) budget. All exit examination results and individual progress
records citing students’ performance will be maintained at the central office as well
as at the school site.
VIII. Alternative Schools/Programs/Settings
A. Definition
1. Alternative schools/programs serve students who are not succeeding in the traditional
educational setting and offer a venue which aids in preventing these students from
dropping out of school. Alternative schools/programs provide educational and other
services to students who have a variety of behavioral and other needs which cannot
be met adequately in a traditional school setting. (Refer to Bulletin 741 §2903 and
Bulletin 131: Louisiana Alternative Education Standards)
►List the written policies for all alternatives to regular placements.
Alternatives to regular placement shall be available to students who meet
criteria as outlined in Bulletin 741: Louisiana Handbook for School
Administrators and the RSD Student Code of Conduct.
Additionally, any student in New Orleans can elect to enroll in any
gradeappropriate RSD or Type 5 charter alternative or accelerated school during
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the annual enrollment process or open transfer period, where there is available
space.
►Give a brief description of each approved alternative school/program/setting
operating in the LEA, including the entrance and promotion criteria.
NOTE: This LEA is comprised of one school, Sophie B. Wright Charter School,
and currently it does not any alternative schools.
Crescent Leadership Academy and AMI Kids are the RSD’s alternative schools
for students recommended for expulsion and found guilty of committing Level III
behavioral offense by the Student Hearing Office. Students whose expulsion
has been upheld after a due process hearing are eligible for enrollment. These
schools are designed to provide a challenging learning environment while
students receive social and psychiatric interventions after a complete social
assessment is completed. Students are enrolled at the sites for a minimum of
180 school days or as otherwise outlined in the RSD’s Student Code of
Conduct. Promotion policy for these students is governed by the same policy
regulations and pupil progression plan as the students that attend this school
voluntarily.
Other alternative schools exist to serve students who are over-aged and
under- credited, or who may benefit from a less traditional school
environment, such as ReNew Accelerated and The NET.
►Describe the LEA’s procedures for placement in adult education programs.
Parents and students can enroll in these schools through the RSD’s OneApp
process or through a Family Resource 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
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o Section 504 students
The LEA will insure that due process procedures related to student placement will not contradict the due process rights of students with disabilities, regular education students and 504 students. All placement decisions will be made according to the Pupil Progression Plan and in accordance with the State of Louisiana policy.
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SBW
SECTION III
40
SECTION III LOCAL POLICIES
The Pupil Progression Plan is the comprehensive plan developed and
adopted by each LEA. The plan is based on student performance on the
Louisiana Educational Assessment Program and is aligned to state laws and
BESE policies. Add any local pupil placement and progression policies in this
section (e.g. grading policies).
A. Policies on Records and Reports
1. This LEA shall maintain permanent records of each student’s placement, K-12. Each
record shall be maintained as a part of the student’s cumulative file.
2. Student records for the purposes of these Guidelines shall include the following:
• Course grades;
• Scores on the Louisiana Educational Assessment Program;
• Scores on local testing programs and screening instruments necessary to
document the local criteria for promotion;
• Information (or reason) for student placement (See definition of placement.);
• Documentation of results of student participation in remedial and alternative
programs;
• Special education documents, as specified in the approved IDEA-Part B, LEA
application;
• A copy of the letter informing the parent of either the placement of the student in
or the removal of the student from a remedial program; and • A statement regarding written notification to the parent concerning retention and
due process procedures. (Bulletin 741 §703)
►Describe any additional local policies that relate to the maintenance of records and
reports that affect student promotion and/or retention.
C. Seat Time Waivers Districts may apply for seat time waivers would be allowed for the purpose of earning
Carnegie credits. It is this LEA’s decision on how to apply the waiver to their student body;
however, the requirements for Grade Level Expectations (GLE) mastery and graduation are
the same for all students regardless of the pace in which course completion is obtained.
For LSTW students, this LEA shall:
A. Report all participants as Louisiana Seat Time Waiver (LSTW) participants in the student
information system.
B. Record all schools/sites in which these participants are housed for reporting purposes
(LTC vs. brick and mortar high school).
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LSTW students can take traditional courses in manners that prioritize student
proficiency over time.
Examples may include, but are not limited to:
Condensed accelerated curriculum (accelerating course completion for whole student groups).
Personalized curriculum (innovative scheduling paired with effective teacher organization).
The SBWC will operate under the following RSD seat time waiver guidelines:
Based upon satisfactory completion of course work or other credit-earning activities (e.g. portfolios), the credits earned through the seat time waiver shall be comparable to credits earned for a high school diploma in the district’s traditional program setting.
Condensed accelerated curriculum and personalized curriculum are considered to be the
primary methods of delivery for instruction used by seat time waiver; however, the Louisiana
Department of Education (LDOE) recognizes that methods other than the aforementioned can
be approved as seat time waiver programs through prior approval from the Department
SBWC shall select LSTW courses or credit-bearing activities that are facilitated by a
qualified teacher and meet all required GLE and End of Course (EOC) requirements.
1. Each LSTW student must have access to a mentor/peer-to-peer tutor/counselor. The on-
site mentor may or may not be the teacher of record, but a Louisiana certificated employee
is highly encouraged.
2. Students enrolled in LSTW shall construct, with their mentor or school counselor, a seat
time waiver class schedule that details the credits anticipated to be earned by a
predetermined course of study over the school year. Class schedules shall be made
current within each grading period where students are enrolled.
3. Special Education and 504 students enrolled in LSTW will continue to receive all services
outlined within the IEP and/or IAP including accommodations for testing or course
instruction.
4. Students enrolled in LSTW shall maintain folders/portfolios housed on-site with current
class schedules, attendance records and current grades/progress for all courses in which
the student is enrolled.
The evaluation of effectiveness and therefore the continuation of the district’s seat time waiver
opportunity shall be determined by the following academic measures:
1. Course Assessments: Districts must provide evidence that all students enrolled in LSTW
mastered required GLE’s and competencies. Districts will have flexibility with their
approach in illustrating mastery, but examples of student work and outcomes must be
available upon request by the LDOE.
2. End of Course Testing: Students enrolling in a LSTW must take the EOC exam for courses
where applicable. Students must take the EOC test for the specific course they complete
within the semester the course is completed.
3. Evaluation Criteria: LDOE may establish additional measures of academic success against
which the LSTW must show progress. Failure to participate may result in termination of the
district’s seat time waiver.
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The district may adopt additional requirements for students enrolled in LSTW courses. Note: Louisiana Seat Time Waivers that fail to demonstrate academic success or fail to follow Bulleting 741 guidelines are subject to termination at the LDOE’s discretion.
Grading Policy
LEAs shall use the following uniform grading system for students enrolled in all grades K-12 for which letter
grades are used (Bulletin 741 §2302).
Grades for each marking period shall be reported as follows:
A 93-100% Outstanding Achievement 4.0 grade points B 85-
92% Above Average Achievement 3.0 grade points C 75-84%
Average Achievement 2.0 grade points D 67-74%
Below Average Achievement 1.0 grade points
F 0-66% Little or No Achievement 0 grade points
(50% must be the numerical grade recorded in the grade book)
(0% must be the numerical grade recorded if no work is turned into the teacher or if a student
doesn’t report to take a test.)
GRADING WEIGHTS:
20% - Homework
5% - Classroom Participation
10% - Classroom Work
15% - Classroom Quizzes
20% - Classroom Tests
30% - Period Tests
Concurrent: University Courses (Dual Enrollment, Early Start) (1.5 regular pts.) AP Courses:
Advanced Placement Courses (1.0 pts. above the regular grade pts.) Regular Courses: Regular
High School Courses
A student receiving an extra quality point for an A, B, or C earned in an honors courses listed in the local
designated course list must meet the criteria in Bulletin 741 §2323.
GRADING SCALE:
GRADE Regular Grading Scale AP Grading Scale University Courses
A 4.0 5.0 5.5
B 3.0 4.0 4.5
C 2.0 3.0 3.5
D 1.0 1.0 1.5
F 0 0 0
COMPLIANCE REPORT GUIDELINES PER GRADING PERIOD:
Classroom
Assignments
Quizzes Homework
Assignments
Classroom Tests Benchmark Tests
15 6 23+ 4 1
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A STUDENT WHO MISSES MORE THAN 10 CLASS PERIODS WILL AUTOMATICALLY
FAILTHE CLASS.
APPENDIX A
This section should include the following:
Definition of Terms
• A list of state terms as outlined in the Guidelines.
• A list of terms used in the local plan. (Terms must be clearly defined; they will be used as
the basis for interpretation of the components of the local plan.)
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. Alternative to Regular Placement: Placement of students in programs which have applied
for deviations from standards in Bulletin 741.
3. Alternate Assessment: The substitute way of gathering information on the performance and
progress of students with disabilities who do not participate in typical state assessments. Part
of the LEAP for students with disabilities that meet participation criteria for LEAP Alternate
Assessments, Levels 1 and 2.
4. Graduation Exit Examination (GEE): Louisiana’s graduation tests in the subject areas of
English language arts, mathematics, science and social studies.
5. Louisiana Educational Assessment Program (LEAP) Summer School: The summer
school program offered by the LEA for the specific purpose of preparing students to pass the
LEAP test in English/language arts or Mathematics.
6. Promotion: A pupil’s placement from a lower to a higher grade based on local and state
criteria contained in these Guidelines.
7. 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, and acceleration.
8. Remedial Programs: Programs designed to assist students, including identified students with disabilities and Limited English Proficient (LEP) students, to overcome educational deficits identified through the Louisiana Educational Assessment Program and other local criteria.
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9. Retention: Non-promotion of a pupil from a lower to a higher grade based on local and state
criteria contained in these Guidelines.
10. State Content Standards: Statements of what we expect students to know and be able to do
in various content areas.
11. Grade-level Expectations (GLEs) – statements of what all students should know or be able
to do by the end of each grade, PreK-12, in English language arts, mathematics, science, and
social studies
12. LEAP Summer Remediation – the summer program offered for the purpose of preparing
students to pass the LEAP retest in English language arts or mathematics
13. Louisiana Educational Assessment Program (LEAP) – the state’s testing program that
includes grades 3, 5, 6, 7, and 9 iLEAP; grades 4 and 8 criterion-referenced testing program
including English language arts, mathematics, social studies, and science; the Graduation Exit
Examination (written composition, English language arts, mathematics, science and social
studies); and including the LEAP Alternate Assessment, Level 1 (LAA 1) for grades 3 - 11, and
Level 2 (LAA 2) for grades 4 – 11.
14. Louisiana Comprehensive Curriculum (LCC) – curriculum that is aligned with state content
standards, as defined by Grade-Level Expectations (GLEs), and organized into coherent, time-
bound units with sample activities and classroom assessments to guide teaching and learning
15. 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 LEAP with goals and objectives which are compatible with the Louisiana competency-based education program and which supplements standards approved by the State Board of Elementary and Secondary Education (SBESE); A Pupil Progression Plan shall require the student’s proficiency on certain tests as determined by SBESE before he or she can be recommended for promotion.
16. Interventions: are district-wide general education processes that provide students with
highquality research based instruction which are matched to student need. Data is used to
drive decisions about student progress and to determine the appropriate instructional plan
necessary for a student to achieve Benchmark success. This data is a general requirement for
most evaluations for IDEA.
Local Terms
1. Above Grade Level/Academically Enhanced – those pupils who have performed at stanine 6 or
above on a standardized norm-referenced test, maintained a B or above average (in subject
matter area), and have a summary assessment of 30 or higher on the Modified Renzulli-Hartman
Teacher Recommendation Form.
2. Academically Able/At Grade Level – those pupils who are performing at the appropriate grade
level with a passing grade and have performed at stanine 4 or 5 on a standardized
normreferenced test
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3. Advancement – the assignment of a special education pupil enrolled in an alternative to regular
instructional program (either self-contained or resource) to the next higher level: primary,
intermediate, middle/junior or senior high
4. “At risk student” – a student with a profile that indicates a combination of factors that often leads
to dropping out, including but not limited to failure, absenteeism, poor attitude, low academic
achievement, drug abuse, delinquency, pregnancy, etc., frequently reflecting family problems, low
socio- economic status, unemployment, and other environmental conditions not conducive to
success in school
5. Action Plan – The education program for those students qualifying under Section 504 of the
Rehabilitation Act of 1973
6. Attendance – present at school and actively participating in classroom and school activities
7. Attention Deficit Disorder/Attention Deficit Hyperactive Disorder (ADD/ADHD)– a medically defined neurological disorder manifested by difficulties in attention and concentration, impulse, and activity level
8. Accountability - Shared responsibility for actions relating to the education of children… These
respective responsibilities must be shared by the following groups: The MAX School Board, the
administrator (s), the director/principal, teachers, and other personnel, as well as the State
Department of Education, parents, students, and other governing authorities as specified by the
Constitution and laws of this state.
9. Benchmarks –The school uses Benchmark Assessments to determine the mastery of Grade
Level Expectations during the school year.
10. Compensatory and/or Remedial Programs – programs designed to assist pupils including
identified disabled pupils to overcome educational deficits identified through the LEAP and other
local criteria
11. Dyslexia – a language processing disorder which may be manifested by difficulty processing
expressive or receptive, oral or written language despite adequate intelligence, educational
exposure, and cultural opportunity; Specific manifestations may occur in one or more areas,
including difficulty with the alphabet, reading, comprehension, writing, and spelling.
12. Exceptional Pupil – one who is evaluated in accordance with Bulletin 1706, Regulations for
Implementation of the Exceptional Children’s Act, and is determined according to the State Department of Education Pupil Appraisal Handbook, Bulletin 1508, to have
an exceptional ability or a disability Inclusion – refers to the commitment to educate each child to
the maximum extent appropriate in the school and classroom he/she would otherwise attend if
he/she did not have a disability; involves bringing the support services to the child rather than
moving the child to the services; requires only that the child will benefit from being in the class,
rather than having to keep up with the other pupils
13. Louisiana Literacy Assessment Program – a process of measuring pupil performance in the
application of academic skills to life coping situations to assure that each Louisiana graduate is
literate (Act 750)
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14. Language Minority Student – is a student whose primary language is a language other than
English as determined by the Home Language Survey.
15. Limited English Proficient (LEP) – a language minority student whose listening, speaking, reading or writing English proficiency is below the average English proficiency level of English speaking students of the same age and/or grade or whose native language is a language other than English
16. Native Language – used with reference to an individual whose primary language is other
than English.
17. Pull-out English as a Second Language Program is used to develop fluency in English.
Students identified as limited English proficient leave the mainstream classroom part of the day to
receive ESL instruction that focuses on grammar, vocabulary, and communication skills, not
academic content.
18. State Content Standards written subject area standards outlined in the LDE Curriculum Guides
19. School Building Level Committee (SBLC) or Response to Intervention Team (RTI) – a
designated school-based committee consisting of representatives of the following groups: support
personnel, teachers, school administrators, and parents and pupils to address individual and
group needs at the school 20. Standards – general statements that represent what information students should know and
understand or what skills they should be able to do as a result of their educational experiences
21. Student Initiated Activity - unstructured, non-teacher directed learning activities that pupils
engage in during the school day; These learning activities might be initiated by an individual pupil
or a small group of pupils according to interest and availability of resources within the classroom
setting. The teacher facilitates and supervises rather than directs these activities.
22. Term – a period of time at the end of which a student is assigned a final course grade (i.e., in a
4x4 block schedule, school term is equal to two quarters or one semester)
23. Co-curricular Activities: Those activities that are relevant, supportive and are an integral part of the course of study in which the student is enrolled and which are under the
supervision and/or coordination of the school instructional staff (Bulletin 741:1.039.02).
24. Cross-grading: Through the use of appropriate assessment techniques, the placement of a child in different grade levels of particular content areas to provide instruction at a more
appropriate level for that specific child.
25. Developmental: Appropriate behavior by age level in areas such as motor skills, oral
language development, cognitive development, social-emotional development, auditory discrimination, visual discrimination and self-help skills (BESE policy).
26. Exceptional Promotion: That promotion of the student which is made in accordance with
state law and those extenuating circumstances as so defined by the local educational agency.
27. Extracurricular Activities: Activities which are not directly related to the program of studies
and which are under the supervision and/or coordination of the school instructional staff and
are considered valuable for the overall development of the student (Bulletin 741:1.039.02).
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28. Criterion Reference Test (CRT) - A test designed to measure a particular domain and specific
objectives within that domain
29. Due Process - A course of legal proceedings carried out regularly and in accordance with
established rules and principles
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