2015-2016 Pupil Progression Plan - East Baton Rouge Parish Schools

Transcription

Pupil Progression Plan
for
East Baton Rouge Parish School System
for
2015-2016
Submitted to Louisiana Department of Education
September 30, 2015
TABLE OF CONTENTS
SECTION I – FORMAL SUBMISSION STATEMENTS ................................................ i
LEA Contact Information .............................................................................. ii
Committee Members ................................................................................... iii
Meeting Schedule ....................................................................................... iv
Documentation of Public Notice .................................................................. v
SECTION II – STATE AND DISTRICT POLICIES ...................................................... 1
I.
Placement ................................................................................................... 1
II.
Attendance Policy ..................................................................................... 12
III.
Promotion K-8 ........................................................................................... 12
IV.
Promotion 9-12.......................................................................................... 29
V.
Retention Policy ........................................................................................ 37
VI.
Acceleration ............................................................................................. 39
VII.
Remediation .............................................................................................. 41
VIII.
Alternative Schools/Programs/Settings ..................................................... 48
IX.
Other Policies and Procedures.................................................................. 51
SECTION III – LOCAL POLICIES ............................................................................. 54
A. Policies on Records and Reports ................................................................... 54
B. Admission of International Exchange Program Students................................ 59
C. Homeless Program ......................................................................................... 61
D. Dyslexia Program ........................................................................................... 61
E. Transfer Policies for Students with Disabilities ............................................... 62
APPENDIX A – DEFINITION OF TERMS ................................................................ 64
A. State
B. Local
APPENDIX B – BULLETIN 1566 PUPIL PROGRESSION POLICIES ..................... 67
APPENDIX C – FOREIGN LANGUAGE WAIVER REQUEST ................................. 81
APPENDIX D – GRADUATION REQUIREMENTS .................................................. 84
APPENDIX E – EOC TEST SCALE AND CONVERSION TABLES ......................... 91
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1050 S. Foster Drive, Baton Rouge, LA 70806
Phone (225) 922-5416 FAX (225) 922-5580
www.ebrschools.org
Committee of Educators
Name
Dr. Michelle Clayton
Adam Smith
Darlene Brister
Jessica Brister
Joni Roberts
Sharmayne Rutledge
Ben Necaise
Andrea O’Konski
John McCann
Stacey Dupre
Lizabeth Frischhertz
Ronnie Pocorello
Cynthia Sampey
Jessie LeBlanc
Marlon Cousin
Ruth Bennett
Bethane Stapleton
Darlene Fisher
Bobbie Reed
Kay Monceaux
Patrice Hudson
Tassin Idewu
Robert Garcia
James Newman
Mary Rovias
D’Anne Lipscomb
Carolyn Sauer
Jamie Noel
Diana Atkinson
Nanette McCann
Herman Brister
Edward Hunter
Cindy Perrett
Laura Williams
Dawn H. Fleming
Stephanie Taylor
Sheila Hannah
Position / Department
Deputy Superintendent
Associate Superintendent of Academics
Executive Director - Elementary
Executive Director – Middle Schools
Executive Director – High Schools
Director – High Schools
Executive Director – Counseling and Intervention
Chief Accountability Officer
Director- Career & Technical Education
Accountability
Counseling
Coordinator – Federal Programs
Accountability
Gifted
504 / Dyslexia
Accountability
Gifted
ESS
Federal Programs
ESS
ESS
Principal, Elementary
Principal, Middle School
Middle School
Principal, High School
High School
Counseling
Adult Education
Committee of Parents
Jennifer Avery
Veronica Pryor-Faciane
Keyon Taylor
Brandi Shaeffer
Dena Christy
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Phone (225) 922-5416 FAX (225) 922-5580
www.ebrschools.org
Pupil Progression Plan Meeting Schedule
Summer 2015
Date
May 26, 2015
May 26, 2015
June 16, 2014
June 16, 2014
August 21, 2015
September 1, 2015
September 3, 2015
September 17, 2015
Sub-Committee/ Topic
Elementary Meeting
Middle/ High School Meeting
Elementary Meeting
Middle/ High School Meeting
High Stakes Testing/ Promotion
Committee of Parents
Committee of the Whole
Board Meeting
Location
Central Office
Central Office
Central Office
Central Office
Central Office
Central Office
Board Room
Board Room
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Phone (225) 922-5416 FAX (225) 922-5580
www.ebrschools.org
PUBLIC NOTICE
August 30, 2015
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SECTION II
STATE AND DISTRICT POLICIES
The Pupil Progression Plan is the comprehensive plan developed and adopted
by each LEA. The plan is based on student performance on the Louisiana
Educational Assessment Program (LEAP) and is aligned to state laws and
BESE policies.
I. Placement
A. Kindergarten and First Grade Entrance and Screening Requirements
1. Every child, as a prerequisite to enrollment in any first grade of a public school, shall
meet one of the following criteria (Bulletin 741 §1107 B.):
a. Have attended a full-day public or private kindergarten for a full academic year; or
b. Have satisfactorily passed academic readiness screening administered by the LEA at
the time of enrollment for first grade.
►Name the academic readiness screening instrument used for those students who
are entering first grade without attending a full-day public or private kindergarten for a
full academic year. (This must be consistent with the instrument used for students
being promoted from kindergarten.)
Every child entering kindergarten for the first time shall be given the Developing Skills
Checklist (DSC) by McGraw Hill or other state mandated test. The test will be
administered no earlier than thirty (30) days prior to the beginning of the school year
or no later than 30 days after the beginning of the school year. The results of this
screening shall be used for planning instruction to meet the identified needs of the
children. The parent or guardian of each child shall be advised of the results of the
child’s performance on the tests.
All kindergarten and grade one students are administered DIBELS Next three times
during the year to monitor reading.
2. The minimum age for kindergarten shall be one year younger than the age required for
that child to enter first grade. (Bulletin 741 §1111 C.)
a. The age at which a child may enter the first grade of any public school at the
beginning of the public school session shall be six years on or before September
thirtieth of the calendar year in which the school year begins. (Bulletin 741 §1111 D.)
b. Each local educational governing authority, by rule, may provide for a child of
younger age to enter kindergarten, provided that such child has been evaluated and
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identified as gifted in accordance with the regulations of the DOE for such evaluation.
Any child admitted to kindergarten pursuant to this paragraph shall be eligible to
enter first grade upon successful completion of kindergarten, provided all other
applicable entrance requirements have been fulfilled. (Bulletin 741 §1111 C.1.)
►Describe the LEA’s policy on early entrance into kindergarten for those students
identified as gifted, if applicable.
There is no policy on early entrance into kindergarten for students identified as gifted.
However, students who are evaluated and identified as gifted attend the gifted
classes at schools specified by the parish school system.
c. Any child transferring into the first grade of a public school from out-of-state and not
meeting the requirements herein for kindergarten attendance shall be required to
satisfactorily pass an academic readiness screening administered by the LEA prior to
the time of enrollment for the first grade. (Bulletin 741 §1111 C.2.)
►Name the academic readiness screening instrument used for those students from
out-of-state who are entering first grade and not meeting the requirements herein for
kindergarten attendance.
Children who are entering first grade (age 6 by September 30) and have not attended
a state approved kindergarten program will be administered DIBELS Next (Dynamic
Indicators for Basic Early Literacy Skills). This test measures letter naming fluency,
phoneme segmentation fluency, nonsense word fluency.
3. Each LEA shall require that every child entering kindergarten for the first time be given a
nationally recognized readiness screening. The results of this screening shall be used in
placement and for planning instruction. The pupil progression plan for each LEA shall
include criteria for placement. (Bulletin 741 §325 C.)
►Name the nationally recognized readiness screening instrument used for every child
entering kindergarten for the first time.
Every child entering kindergarten for the first time shall be administered the
Developing Skills Checklist (DSC) by McGraw-Hill. The test will be administered
no earlier than thirty days prior to the beginning of the school year or no later than
thirty days after the beginning of the school year. The results of this screening
shall be used for planning instruction to meet the identified needs of the students.
The parent or guardian of each student shall be advised of the results of the child’s
performance on the tests within the first nine weeks.
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B.
Transfer Students
1. A student transferred from a state-approved school, in- or out-of-state, public or
nonpublic, shall be allowed credit for work completed in the previous school. When a
student transfers from one school to another, a properly certified transcript, showing the
student’s record of attendance, achievement, immunization, and the units of credit
earned, shall be required. (Bulletin 741 §707)
a. Records, including evaluation information for exceptional students transferring from
another system, shall be reviewed by pupil appraisal and approved by the Supervisor
of Special Education before the student is enrolled in a special education program .
b. Students in grades five and nine transferring to the public school system from any instate nonpublic school (state-approved and unapproved), or home schooling
program, or Louisiana resident transferring from any out-of-state school, shall be
required to pass the English Language Arts and Mathematics portions of the state
authorized placement test.
2. Local school officials from any state-approved school receiving a student from an
unapproved school, in- or out-of-state, approved home study programs, or foreign
schools will determine the placement and/or credits for the student through screening,
evaluations, and/or examinations. (Bulletin 741 §707)
a. The LEA may require the student to take an examination on any subject matter for
which credit is claimed.
b. The school issuing the high school diploma shall account for all credits required for
graduation, and its records will show when and where the credit was earned.
c. Students in grades five and nine transferring to the public school system from any instate nonpublic school (state-approved and unapproved), or home schooling
program, or Louisiana resident transferring from any out-of-state school, shall be
required to pass the English Language Arts and Mathematics portions of the state
authorized placement test.
d. The LEA PPP shall govern whether exceptions to High Stakes Testing Policy will be
considered for nonpublic and home schooled students who do not participate in both
spring and summer administrations of the state mandated assessments and/or do not
attend summer remediation.
►Describe the placement policies for nonpublic and home schooled students in
fourth and eighth grades who do not participate in both spring and summer
administrations of the state mandated assessments for English and Math and/or do
not attend summer remediation.
The Iowa Tests of Basic Skills (ITBS) will be used for placement. The school
requests the test from the Accountability Department. The test may be administered
by the school from early August until February 15. The school has 10 days from date
of student registration to administer the ITBS. If the student enrolls after February 15
of the school year, the placement test is not required.
A student entering grade 5 or grade 9 who is:
o A Louisiana resident home study and non-public school student and did not
take the state mandated test during the spring or summer administration
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o A student with an extenuating/medical excuse that meets the LDOE policy and
did not take the state mandated test during the state designated time of
administration
Students must meet the state required passing standard on the English and math
components of the ITBS placement test to be considered for promotion to grade 5 or
grade 9. If a student does not meet the state required passing standard, the student
may be eligible for a SBLC waiver request in accordance with EBR pupil progression
promotion policy for all EBR students.
A student living with his parent/guardian who was a legal resident of another state
does not need to take the ITBS placement test provided there is a report card or
proof that the student has successfully completed grade 4 or grade 8 in another
state.
Home schooled students must provide documentation of enrollment in a state
approved home school program.
►Describe the placement policies for transfer students entering transitional 9th grade.
Per EBRPSS Pupil Progression Policy, the district may promote any eighth grade
student including transfer students who has demonstrated readiness for the next
grade content without meeting the promotion standard on statewide assessments.
Guidance for this policy is outlined below.
As per EBRPSS transition waiver policy, in order to be eligible to receive a building
level SBLC recommendation for promotion to transitional 9th grade on a high school
campus, the eligible eighth grade student must meet all of the following criteria:


Attend LEAP remediation summer school (Summer school program attendance
shall be defined as missing no more than 2 unexcused days.)
Complete the retest of state mandated testing during summer retesting period (if
applicable)
Depending on entry date to the district, students placed in transitional 9th grade may
be required to participate in summer remediation offered by the district and the
summer retest of state mandated tests if applicable. If they pass the retest of the
state mandated test, they shall be promoted to 9th grade. Applicable students must
attend summer remediation and participate in the retest; however, they do not have
to pass the retest to be placed in transitional 9th grade. School Building Level
Committees will make the recommendations on eligible students. The Chief
Accountability Officer (if state mandated testing is applicable) and the student’s
school’s respective Executive Director will approve placement decisions. A student
may not enter transitional 9th grade without an approved SBLC waiver.
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This policy applies to all eighth grade testers during the current and previous school
year. Eighth grade promotion policies contained in Bulletin 1566 shall govern this
process.
At the conclusion of the current school year, summer remediation will be offered
based on academic promotion requirements due to high stakes testing waiver and a
delay in test scores resulting from the administration of new statewide assessments.
►Describe the policies for the placement of all students, including kindergarteners,
transferring from all other systems and the provisions for awarding credit for
elementary students (K–8) and secondary students (9–12), including:
o Approved schools within the state (public/nonpublic)
o Approved out-of-state schools (public/nonpublic)
o Home Study and Unapproved schools (public/nonpublic)
 Student entering 5th or 9th grade
 Names of the entrance tests used to determine grade placement
 The procedure used for determining Carnegie credit for high school students
A student shall be received from a non-public or foreign school when official transfer
materials from the sending school are received from the sending school. The transfer
materials must include a statement of grade placement, a record of courses taken and
currently scheduled, and a status of school obligations (textbooks, debts, etc.). The
transfer materials will be used to determine initial placement of the student. Members
of the School Building Level Committee may review available information to determine
final placement after careful study of transcripts.
Transfer from Approved Public Schools within the State/Outside of Louisiana (Regular
education students)
Transfers from school systems within the state but outside the district are subject to
state requirements. Students who transfer from other public schools shall present
documentation of regular or remedial placement from the principal of the transferring
school to the principal of the receiving school. Such placement will be maintained
until complete documentation is obtained from the transferring school or SBLC
determines other placement. Documentation shall include a properly certified
transcript showing the student’s record of attendance, achievement, immunization
records, and the units of credit earned.
Students in grades 5 and 9 transferring to the public school system from any instate
nonpublic school (state approved and unapproved), any out-of-state school or home
schooling program shall be required to meet the current state required passing
standard on applicable high stakes state mandated tests. If a 4th or 8th grade student
does not meet the state required passing standard, the student may be eligible for a
SBLC waiver request in accordance with EBRPSS Pupil Progression promotion
policy for all EBR students for entrance into grades 5 and 9. After February 15, 2014,
any 5th or 9th grader is not required to take these placement tests. Out-of-state
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residents do not have to take the placement test if they were promoted to the fifth or
ninth grade.
Transfer from Non-Approved Schools
A high school student who has been attending a non-approved school must
demonstrate proficiency prior to being awarded high school Carnegie credit for the
course. Proficiency in a course with a state administered End-of Course exam must
be demonstrated using the End-of-Course (EOC) exam. EOC exams are
administered for Algebra I, Geometry, English II, English III, Biology, and U.S.
History. EOC exams are administered in December, May and June. Proficiency in
any other courses must be demonstrated by earning an 85% on new credit or a 67%
on repeat credit.
East Baton Rouge Parish School System requires the student to take the proficiency
exam prior to the applicable EOC exam. A student who does not pass the proficiency
exam in an EOC course shall enroll in the EOC course. A student that passes the
proficiency test, must also pass the EOC exam. Passage of EOC exam equates to
proficiency. Students meeting the EOC or non-EOC requirements for Carnegie credit
shall have the course title, the year proficiency was demonstrated, the unit of the
credit earned and the school name and “proficiency” entered on the transcript.
Designation of “P” is used on the student transcript. Credit awarded is not used to
compute GPA. If a student does not meet the EOC or non-EOC requirements for
Carnegie credit, the grade will not be recorded on the transcript.
An elementary or middle school student shall provide evidence of having mastered
content standards in reading and mathematics for any grade placement, which the
student claims.
The evidence will be provided by the following:


Scoring at an acceptable level on tests appropriate for the grade level.
Documentation of successful classroom performance of academic work during
the first four weeks the student is enrolled.
The student shall be placed no higher than one additional grade per year since the
previous school placement of the student in a state approved school.
If the correctness of the student’s placement (grades K-8) is in question, the school
administrator or designee may administer tests and provide documentation for the
SBLC to use in determining the student’s placement. The principal shall convene the
SBLC to make a decision as soon as possible.
Transfer from Home Schooling Procedures
Students of all grade levels who have been on state approved home schooling
programs and wish to re-enter the East Baton Rouge Parish School will:

Report to the assigned school.
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

Present a copy of the state approved Louisiana Department of Education Home
Study Approval Notification for each year that the student has been in the home
study program.
Present a report that provided information about the program of studies
pursued by the student while in home study.
Transfer from Home Schooling Placement



Students who took and failed English or mathematics in the spring or summer prior
to 5th or 9th grade shall not be placed in 5th or 9th grade if they reenter public school.
Students will not be placed higher than one additional grade per year since the
previous placement of the student in a state approved school.
To determine elementary placement for home school students, the assigned school
shall evaluate the student’s instructional level using diagnostic and achievement
instruments normally used in the school for new students.
These tests include tests similar to state mandated tests in reading and
mathematics, end of the book tests and similar components of the adopted
textbooks series, grade level materials and norm-referenced data. The
interpretation of the results of the test given will be based on the student’s re-entry
date. The principal’s designee shall be responsible for administering the test. If
the student’s placement is in question, the principal will convene the SBLC.
Students in grades 5 and 9 transferring to the public school system from any in state
nonpublic school (state approved and unapproved), any out-of-state school or home
schooling program shall be required to pass the English/ Language Arts and
mathematics portions of the state-developed LEAP placement test or meet the current
state required passing standard. If a student does not meet the state required passing
standard, the student may be eligible for a SBLC waiver request in accordance with
EBRPSS pupil progression promotion policy for all EBR students. After February 15,
2014 any 5th or 9th grader is not required to take these placement tests. Out-of-state
residents do not have to take the placement test if they were promoted to the fifth or
ninth grade.
Middle School Placement for Home Study Students
It is recommended that the students re-enter at the beginning of a semester. Students
re-entering during the semester must successfully complete all required course work
from point of entry.
The student shall be placed using the following data:



Evaluations from norm referenced tests.
Tests similar to state mandated tests
Recommendations by the School Building Level Committee
High School Placement for Home Schooling Students
The home schooling student should re-enter at the beginning of the school year. High school
placement is determined by the number of Carnegie units as evidenced by the results of
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proficiency exams administered at the school where the student is applying. A High School
student who has been attending a home study program must demonstrate proficiency prior to
being awarded high school Carnegie credit for the course. Proficiency in a course with a state
administered End-of Course exam must be demonstrated using the End-of-Course (EOC) exam.
EOC exams are administered for Algebra I, Geometry, English II, English III, Biology, and U.S.
History. EOC exams are administered in December, May and June. Proficiency in any other
courses must be demonstrated by earning an 85% on new credit or a 67% on repeat credit.
East Baton Rouge Parish School System requires the student to take the proficiency exam prior to
the applicable EOC exam. A student who does not pass the proficiency exam in an EOC course
shall enroll in the EOC course. A student that passes the proficiency test, must also pass the EOC
exam. Passage of EOC exam equates to proficiency. A student meeting the EOC or non-EOC
requirements for Carnegie credit shall have the course title, the year proficiency was
demonstrated, the unit of the credit earned and the school name and “proficiency” entered on the
transcript. Designation of “P” is used on the student transcript. Credit awarded is not used to
compute GPA. If a student does not meet the EOC or non-EOC requirements for Carnegie credit,
the grade will not be recorded on the transcript.
►List the placement test(s) administered to the above-mentioned transfer students, if applicable.
These tests include tests similar to state mandated tests in reading and mathematics, end of the
book tests and similar components of the adopted textbooks series, grade level materials and
norm-referenced data. The interpretation of the results of the test given will be based on the
student’s re-entry date. The guidance counselor at the individual schools shall be responsible for
administering the test. If the student’s placement is in question, the principal will convene the
SBLC. The district submits proficiency and placement tests to the Louisiana Department of
Education.
C. Limited English Proficient (LEP) Students
1. The requirements of Title VI of the Civil Rights Act of 1964 are as follows:
a. Establish procedures to identify language minority students.
►Describe the procedures the LEA has established to identify language minority
students.
The following procedures are in place to identify language minority students seeking
attendance in East Baton Rouge Parish schools:

All students registering must respond to three Home Language Survey questions
on the EBRPSS Student Registration and Data Verification Form - Language
spoken at home; Language first acquired by student; Language most often spoken
by student.

If a language other than English is indicated on any of the three questions, then the
student is considered language minority and must be screened for English
language proficiency at the ESL Office.
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b. Establish procedures to determine if language minority students are Limited English
Proficient.
►Describe the procedures the LEA has established to determine if language minority
students are Limited English Proficient.

Identified language minority students, without state English Language
Development Assessment (ELDA) scores, are administered the Language
Assessment Scales (LAS) instrument which measures English proficiency in
listening, speaking, reading and writing. Results from the LAS determine if the
student is “limited English proficient” and, therefore, is provided instruction using
ESL Strategies with appropriate accommodations.
 Designated district staff members are trained in the administration and scoring of
the LAS to determine English proficiency.
 If a language minority student has current state English Language Development
Assessment (ELDA) scores (or similar tests from other states), then those scores
are used to determine limited English proficiency status.
c. Establish procedures for age-appropriate placement and determine the specialized
language services or program the district will use to address the linguistic and cultural
needs of the Limited English Proficient student.
►Describe the procedures for age-appropriate placement and the specialized language
services or program the LEA will use to address the linguistic and cultural needs of the
Limited English Proficient student.
The LEP student will be placed in a grade appropriate regular educational program
supported by ESL and Sheltered English instructional strategies and materials.
Instructional services are designed and proven to provide an education that leads to the
attainment of English language proficiency and academic achievement. LEP students
have access to all additional services and programs available to other students.
LEP student identification is based on the results obtained through the LAS screening
instrument or state ELDA scores. Students identified as LEP in any language domain
(listening, speaking, reading and writing) will be coded LEP in the Student Information
System (SIS).
LEP students must be placed in an age-appropriate grade. If a LEP student enters the
school system with no academic records, it is recommended that the student be placed in
a grade corresponding to his or her age. LEP students with records are placed in grades
indicated on recent school reports.
The East Baton Rouge Parish School System’s ESL and Sheltered English instructional
services for English language acquisition and academic achievement are research based
educational models embodied in adopted textbooks:

English as a Second Language (ESL): This approach is designed primarily to teach
LEP students English language skills. The program also teaches study skills,
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
content vocabulary, and cultural orientation. The medium of instruction is English
with little or no use of native language.
Sheltered English Instruction: An instructional approach similar to content-based
ESL programs focused on making academic instruction in English comprehensible
to LEP students. In the sheltered classroom, teachers use physical activities, visual
aids, learning strategies, and other methods and resources to teach academic
language and concept development in mathematics, science, social studies, and
other subjects.
d. Establish procedures to monitor former Limited English Proficient students for two
years.
►Describe the procedures the LEA has established to monitor former Limited English
Proficient students for two years.
As detailed in the Office of Civil Rights guidance, limited English proficient students can
be exited from a language program when they attain levels of English proficiency in
listening, speaking, reading, writing and comprehension so that they will be able to
meaningfully participate in general education classes and reach levels of academic
achievement commensurate with that of their English-speaking peers.
LEP students who meet the LDOE exit criteria described below will not be considered
LEP, but will be monitored for academic progress for two years during which time they will
continue to be included in the LEP subgroup for State Accountability System calculations.
Bulletin 111 Chapter 40 – Definitions Related to English Proficiency
§4001. Proficient in English
A. To be considered English Proficient and exit limited English proficient (LEP) status, a LEP
student must score as follows.
1. For grades K-2:
a. two years at composite level 5 on the English Language Development
Assessment (ELDA);
b. or, in the same year, at composite level 5 on the ELDA and at grade
level/benchmark /low-risk on a standardized reading assessment, such as
DIBELS Next.
2. For grades 3-8:
a. composite level 5 on ELDA;
For students scoring below 5, base provision of services decisions on locally
determined resources such as ELA grades, teacher input, classroom
assessments, and/or SBLC decisions; Exit policy in Bulletin 111, section 4001
will be used when PARCC results are available.
3. For grades 9-12:
a. composite level 5 on the ELDA;
b. or, in the same year, at composite level 4 on the ELDA and at proficient on the
ELA or English state content assessment;
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c. or, in academic years when a student is not required to take an ELA or English
state content assessment, at composite level 4 on the ELDA and at proficient
on ELA or English state content assessment in the most recent academic area
or English state content assessment in the most recent academic year.
4. No LEP student shall be retained solely because of limited English proficiency.
Title VI of the Civil Rights Act of 1964: Title VI prohibits discrimination on the grounds
of race, color, or national origin by recipients of federal financial assistance. The Title
VI regulatory requirements have been interpreted to prohibit denial of equal access to
education because of a language minority student's limited proficiency in English.
(See: Louisiana District and School Administrators English Language Learners
Program Handbook)
D. Review of Placement
1. Review of promotion and placement decisions may be initiated by the local school
superintendent and/or parent or guardian (R.S. 17:24.4 G.).
2. Each local school board may adopt policies whereby it may review promotion and
placement decisions, in order to ensure compliance with its local plan (R.S. 17:24.4 G.).
►Describe the LEA’s policy that addresses how promotion and placement decisions are
monitored periodically to determine that the LEA’s policies are being implemented uniformly
across the system. Explain how, upon request, an individual, such as a parent, teacher,
principal, superintendent, etc., could initiate an individual review.
Review of Placement addresses procedures to be used in implementation of the Pupil
Progression Plan.
Review of Placement in Individual Cases
Review of decisions on educational placement of an individual student within a school may
be initiated at any time by any member of the Building Level Committee. The principal shall
convene the SBLC.
Building Level Committee
For the purpose of review of promotion criteria, the principal will coordinate the decisionmaking process of the SBLC.
Composition
 Classroom teacher directly involved with instruction of student
 School Administrator
 Counselor or classroom teacher not directly involved with instruction of student
 Teacher of any special program in which student is involved
 Parent of student
 Student (when appropriate)
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Function
 To review the data from all available sources on each individual student relative to
a promotion or retention appeal, waiver, or extenuating circumstance, on a
semester or annual basis when applicable
 To make recommendations for remediation and/or placement
 To serve as a review committee to investigate complaints initiated by parents or
guardians at the local level. (A parent or guardian may initiate an individual review
of student placement and/or promotion by notifying in writing the school building
level principal).
If current local data is not available, selection and administration of appropriate tests shall be
determined by the SBLC. Such tests shall be administered within ten (10) school days to
provide documentation of the student’s current level of mastery of state grade appropriate
standards. The SBLC, using the SBLC Report to Parents form, shall communicate its
determination of educational placement for the student in writing to the parent (s) or legal
guardian (s).
If parents question the placement decision, the SBLC should refer to Due Process Guidelines.
Review of Placement of the Non-English Speaking Student
When already enrolled in the local school system, a non-English speaking student may be
inappropriately placed below grade level because of a language barrier. Placement of these
students will be reviewed by the principal in consultation with the English as a Second
Language (ESL) Instructional Specialist and the classroom teacher who will recommend
proper placement based on the Language Assessment Scales, classroom performance, and
one of the following: teacher-made test, transcripts, or teacher observation.
II. Attendance Policy
A. Elementary students shall be in attendance a minimum of 60,120 minutes (equivalent to 167
six-hour days) a school year. In order to be eligible to receive grades, high school students
shall be in attendance a minimum of 30,060 minutes (equivalent to 83.5 six-hour school
days), per semester or 60,120 minutes (equivalent to 167 six-hour school days) a school
year for schools not operating on a semester basis.(Bulletin 741, §1103.G)
III. Promotion K – 8
Based upon local school board policy pursuant to these guidelines, each teacher shall, on an
individualized basis, determine promotion or placement of each student [R.S. 17:24.4 (G)].
Local school board policies relative to pupil progression will apply to students placed in
regular education programs, as well as to exceptional students and to students placed in
alternative programs. Placement decisions for exceptional students must be made in
accordance with the least restrictive environment requirements of state and federal laws.
A. Requirements of the Louisiana Educational Assessment Program
12
1. A Pupil Progression Plan shall require the student’s proficiency on certain tests as
determined by the BESE before he or she can be recommended for promotion. (R.S.
17:24.4)
2. In addition to completing at least the minimum Carnegie units of credit as required by BESE,
the student shall meet assessment requirements to earn a standard high school diploma.
(Bulletin 741 §2318 and §2319)
3. At the conclusion of the 2015-2016 school year, placement decisions for fourth students
shall be made according to local pupil progression plans, which shall outline the evidence
of student learning used to make promotion decisions. Such evidence shall include, but
not be limited to, performance on classroom assignments or benchmark assessments
(Bulletin 1566 §701)
4. At the conclusion of the 2015-2016 school years, LEAs shall follow the guidelines set
forth in §701.B of Bulletin 1566 to determine, based on evidence of student learning,
whether eighth grade students may be promoted to the ninth grade or placed on a high
school campus in transitional ninth grade. The percentage of an LEA’s eighth graders
placed in transitional ninth grade is expected to remain stable over time. In the event that
the percentage of an LEA’s eighth graders placed in transitional ninth grade in 2015-2016
exceeds the percentage of eighth graders in that LEA eligible for transitional ninth grade
at the conclusion of the 2013-2014 school year, the local superintendent of that LEA shall
provide a written justification to the state superintendent. (Bulletin 1566 §503)
5. All placement and promotion requirements for 4th and 8th graders shall be aligned with
current BESE guidelines as outlined in the High Stakes Testing Policy. (Bulletin 1566 §701)
6. IEP teams shall determine promotion to the next grade level for a student with a disability
who fails to meet state or local established performance standards on any assessment for
purposes of promotion. Such determination shall be made only if, in the school year
immediately prior, the student has not otherwise met the local requirements for promotion.
7. Students with disabilities participating in the state testing program must be provided with
accommodations as noted in the students’ Individual Education Program (IEP). (Bulletin
118 §3301)
8. Students eligible for services under Section 504 of the Rehabilitation Act of 1973 should
have accommodations as noted on their individual accommodation plan (IAP).
9. Students with disabilities who participate in the LEAP Alternate Assessment, Level 1 (LAA
1) shall have promotion decisions determined by the IEP Team. (Bulletin 1530 §401.)
10. LEP students shall participate in statewide assessment. The SBLC shall be granted the
authority to waive the state’s grade promotion policy for a LEP student. A LEP student who
was granted a waiver at the 4th grade level is ineligible for a waiver at the 8th grade level.
(Bulletin 1566 §707 E)
►Describe the LEA’s criteria and evidence for determining if a first-time fourth grader will be
placed in fifth grade. Identify which resources, including performance on classroom
assignments or benchmark assessments, will be utilized to provide evidence of student
learning and who will make the decision.
Per EBRPSS Pupil Progression Policy via an SBLC waiver process, the district may
promote any fourth grade student who has demonstrated readiness for the next grade
content by meeting academic promotion standards without meeting the promotion standard
on statewide assessments. For the current school year, the first time fourth grader will be
13
promoted to fifth grade based on attendance and academic requirements as with other
students in other elementary grades. Guidance for this policy is outlined below.
GRADE 4
As per EBRPSS transition waiver policy, in order to be eligible to receive a building level
SBLC recommendation for promotion to grade 5, the eligible fourth grade student must
meet all of the following criteria:
 Attend remediation summer program (Summer school program attendance shall
be defined as missing no more than 2 unexcused days.)
 Complete the retest of state mandated testing during summer retesting period if
applicable
School Building Level Committees will make the recommendations on eligible students.
The Chief Accountability Officer (if state mandated testing is applicable) and the student’s
school’s respective Executive Director will approve placement decisions. A student may not
enter t5th grade without an approved waiver. SBLC recommendations will be based upon a
review of multiple modes of data and resources. Data points to guide the SBLC process
may include but are not limited to the following: previous standardized test scores; past
coursework and academic performance; attendance data; behavioral data; student growth
data from district approved intervention programs; IEP goals; district benchmark
assessment data; student reading levels; and data from state released practice tests and
materials such as EAGLE.
This policy applies to all fourth grade testers during the current and previous school year.
Fourth grade promotion policies contained in Bulletin 1566 shall govern this process.
At the conclusion of the current school year, summer remediation will be offered based on
academic promotion requirements due to high stakes testing waiver and a delay in test
scores resulting from the administration of new statewide assessments.
►Describe the LEA’s plan for intervention and remediation for the non-proficient student for
the summer and school year.
A non-proficient student is a student who does not achieve the passing requirement/promotion
standard on state mandated tests. The district will use the passing/proficiency standard
identified by the state for appropriate state mandated tests. A student who does not achieve
the passing standard state mandated tests must attend summer remediation to be considered
for promotion. Students who attend summer remediation at the end of the current school year
will have the opportunity to retake the state mandated tests if applicable. In Summer 2016,
the district will offer, at no cost, a minimum of 50 hours per subject of summer remediation
and retest opportunities in English language arts and mathematics (if applicable) to students
who failed to meet the passing standard. Transportation will be provided to and from the
assigned summer remediation site(s).
Additional supports must be in place to ensure retained and promoted students show
adequate growth for both the summer and the school year. Promoted and retained students
identified as non-proficient in either ELA or Math will receive remediation in the fourth grade
subject(s) where he/she was identified as non-proficient and pursue grade-level work in
14
other subjects. There are several strategies schools will utilize to ensure the appropriate
supports are in place. Strategies may include but are not limited to the following:








Place students in a class with at teacher whose overall Compass Final Evaluation is
Effective Proficient or Highly Effective.
Schedule routine meetings to monitor the progress of individual students through the
analysis of qualitative and quantitative data.
Provide additional instructional minutes in a subject where the student was identified as
non-proficient.
Utilize individualized computer based programs.
Place students in classrooms with fewer students.
Provide opportunities for teachers with common students to collaborate around
improving student learning.
Develop and implement a Response to Intervention Plan.
Utilize ELA and math guidebooks (specific guidance around remediation).
At the conclusion of the current school year, summer remediation will be offered based on
academic promotion requirements due to high stakes testing waiver and a delay in test
scores resulting from the administration of new statewide assessments.
►Describe the LEA’s criteria for determining if a first-time eighth grader will be placed in
transitional ninth grade, if the student is determined to be non-proficient. Identify which
resources will be utilized to make the placement decision and who will make the decision.
Per EBRPSS Pupil Progression Policy, the district may promote any eighth grade student
who has demonstrated readiness for the next grade content without meeting the promotion
standard on statewide assessments. Guidance for this policy is outlined below.
GRADE 8
As per EBRPSS transition waiver policy, in order to be eligible to receive a building level
SBLC recommendation for promotion to grade 9 and/ or transitional 9 th grade on a high
school campus, the eligible eighth grade student must meet all of the following criteria:
 Attend remediation summer program (Summer school program attendance shall
be defined as missing no more than 2 unexcused days.)
 Complete the retest of state mandated testing during summer retesting period (if
applicable)
Students placed in transitional 9th grade will participate in summer remediation offered by
the district and the summer retest of statewide mandated tests if applicable. If they pass the
retest of the state mandated test, they shall be promoted to 9th grade. Students must attend
summer remediation and participate in the retest; however, they do not have to pass the
retest to be placed in transitional 9th grade. School Building Level Committees will make
the recommendations on eligible students. The Chief Accountability Officer (if state
mandated testing is applicable) and the student’s school’s respective Executive Director will
approve placement decisions. A student may not enter transitional 9 th grade without an
approved SBLC waiver. SBLC recommendations will be based upon a review of multiple
modes of data and resources. Data points to guide the SBLC process may include but are
15
not limited to the following: previous standardized test scores; past coursework and
academic performance; attendance data; behavioral data; student growth data from district
approved intervention programs; IEP goals; district benchmark assessment data; student
reading levels; and data from state released practice tests and materials such as EAGLE.
This policy applies to all eighth grade testers during the current and previous school year.
Eighth grade promotion policies contained in Bulletin 1566 shall govern this process. At the
conclusion of the current school year, summer remediation will be offered based on
academic promotion requirements due to a high stakes testing waiver and delay in test
scores resulting from the administration of new assessments.
►Describe how you will address remediation for transitional 9th grade students during the
summer and school year while ensuring credit accumulation and exposure to 9th grade
level ELA and math content.
Students placed in transitional 9th grade will participate in summer remediation offered by
the district and the summer retest. If they pass the retest, they shall be promoted to 9th
grade. Students must attend summer remediation and participate in the retest of state
mandated tests if applicable; however, they do not have to pass the retest to be placed in
transitional 9th grade. In the summer of 2016, the district will offer, at no cost, a minimum
of 50 hours per subject of summer remediation and retest opportunities (if applicable) to
students who failed to meet the passing standard. Transportation will be provided to and
from the assigned remediation summer site(s).
Additional supports must be in place to ensure retained and promoted students show
adequate growth for both the summer and the school year to address academic data
indicators, student profile considerations (readiness and career inventory), and transient
considerations (historical mobility, attendance and social emotional needs). Students
enrolled in transitional 9th grade will receive remediation in math and/or English if they did
not score at or above proficient as determined by BESE and identified areas of remediation.
Schools will create counseling structures to support transitional ninth grade students
including but not limited to the following: mentoring, career counseling, and access to jump
start activities. Structures will evaluate an individual student’s progress, evaluate student
growth, identify next steps and provide career readiness course opportunities. A plan
outlining such remediation will be included in the student’s Individual Graduation Plan (IGP).
They will be eligible to earn credits in on-grade level courses even if they are simultaneously
receiving remediation in that subject. Students enrolled in transitional 9th grade will have
opportunities to take all 9th grade-level courses that are part of a high school career
pathway developed by regional teams and approved by the LDE, including but not limited to
CTE courses and career training opportunities. For the current school year, the district will
design the remediation program for transitional 9th grade students to be included in the
student’s IGP. Schools will allow transitional 9th grade students to pursue appropriate
courses including Jump Start courses.
►Describe the function of the SBLC as it relates to student promotion and retention.
16
The School Building Level Committee (SBLC) will address all questions that arise regarding
the intervention strategies, referrals for consideration of 504 eligibility, promotion, retention,
and placement in any education program of a student at any grade level. The function of the
SBLC is to provide guidance and recommendations with regards to promotion, placement and
retention decisions. The SBLC report forms shall be filled out and sent to inform parents of
any retention or placement of a student in a grade other than routine placement.
The SBLC does not have the authority to promote a student who does not meet any state
mandated high stakes testing standards for promotion. The principal shall make the
decision for placement when the SBLC is equally divided. The SBLC Report to Parents
form concerning grade placement for the next school year should be mailed home to inform
parents of an SBLC decision.
B. High Stakes Testing Policy
1. The decision to retain a student in the fourth or eighth grade more than once as a
result of his/her failure to achieve the passing standard on the English Language Arts
and Mathematics components of the state mandated assessments shall be made by
the LEA in accordance with the local Pupil Progression Plan. (See Chapter 7 of
Bulletin 1566 for additional policies regarding High Stakes Testing.)
►Describe the LEA criteria that determine if a student is retained in 4 th grade more
than once as a result of failure to score at or above the required Proficient
achievement level on the state mandated assessments for English and Mathematics.
The decision to retain a student in the fourth grade more than once as a result of
his/her failure to achieve the passing standards on the state mandated assessment
shall be made by the SBLC in conjunction with the district’s accountability
department. All decisions will be made in accordance with the promotion and
retention standards defined in Bulletin 1566, Chapter 7 (see appendix). through the
SBLC process outlined in the K-8 promotion section of this document. Academic and
attendance criteria will be used to determine a student’s promotion by the SBLC.
State mandated assessment results (if available) will be used to determine summer
remediation eligibility, but it will not be high stakes with regards to promotion criteria
due to state transitional policy.
►Describe the criteria that determine to what grade a student will be promoted if
he/she has repeated the 4th grade at least once as a result of failure to demonstrate
proficiency on the state mandated assessments for English and Math and if he/she
will be 12 years old on or before September 30th of the next school year. (Bulletin
1566 §703 D.)
The decision to promote a student who has repeated the 4th grade at least once as a
result of failure to demonstrate proficiency on the state mandated assessments for
English and Math and if he/she will be 12 years old on or before September 30 th of
the next school year shall be made by the SBLC in conjunction with the district’s
17
accountability department. All decisions will be made in accordance with the
promotion and retention standards defined in Bulletin 1566, Chapter 7 (see appendix)
through the SBLC process outlined in the K-8 promotion section of this document.
Academic and attendance criteria will be used to determine a student’s promotion by
the SBLC. State mandated assessment results (if available) will be used to
determine summer remediation eligibility, but it will not be high stakes with regards to
promotion criteria due to state transitional policy.
►Describe the LEA’s criteria for determining which 4th grade student(s) will be
granted a Twenty Point Appeal, as outlined in the High Stakes Testing Policy.
Describe the criteria used by the SBLC to grant the appeal.
(Bulletin 1566 §707 D.)
Appeal decisions shall be made by the SBLC in conjunction with the district’s
accountability department. All decisions will be made in accordance with the
promotion and retention standards defined in Bulletin 1566, Chapter 7 (see appendix)
through the SBLC process outlined in the K-8 promotion section of this document.
Academic and attendance criteria will be used to determine a student’s promotion by
the SBLC. State mandated assessment results (if available) will be used to
determine summer remediation eligibility, but it will not be high stakes with regards to
promotion criteria due to state transitional policy.
►Describe the fourth grade transitional program required for students who meet the
criteria. (Bulletin 1566 §703 C.)
The grade four transitional program shall be offered to students who qualify via the
SBLC waiver process outlined in previous sections of this document and in
accordance with BESE approved transitional policies and Bulletin 1566, Chapter 7
(see appendix). The students will be provided remediation in the subject areas on
which the student failed to meet state passing or proficiency standards. The purpose
of the fourth grade transitional program is to provide a class setting to students who
have demonstrated the ability to benefit from a combination of intensive fourth grade
remedial work and fifth grade regular coursework. Students in the transitional
program may be eligible to progress to the sixth grade the following year in through
an SBLC waiver process. The Chief Accountability Officer (if state mandated testing
implications are applicable) and the student’s school’s respective Executive Director
will approve placement decisions in accordance with Bulletin 1566, Chapter 7.
►Describe the locally-mandated attendance requirements for summer remediation
that are used as a criterion for exceptions to High Stakes Testing Policy. (Bulletin
1566 §707)
For summer 2015, the student must attend and participate in the district’s summer
remediation. At the conclusion of the current school year, summer remediation will be
offered based on academic promotion requirements due to state transitional policies,
18
high stakes testing waivers, and a delay in test scores resulting from the
administration of new statewide assessments
2. At the conclusion of the 2015-2016 school year, LEAs shall follow the guidelines set
forth in Bulletin 741: §701.B to determine, based on evidence of student learning,
whether eighth grade students may be promoted to the ninth grade or placed on a
high school campus in transitional ninth grade. The percentage of an LEA’s eighth
graders placed in transitional ninth grade is expected to remain relatively stable over
time. In the event that the percentage of an LEA’s eighth graders placed in
transitional ninth grade in 2015-2016 exceeds the percentage of eighth graders in
that LEA eligible for transitional ninth grade at the conclusion of the 2013-2014
school year, the local superintendent of that LEA shall provide a written justification to
the state superintendent. (Bulletin 1566 §701.B)
►Describe the customized counseling structure (e.g., a support team) to support
each Transitional 9th Grade student.
High schools will create a customized counseling structure to support Transitional
Ninth Grade Students focusing on student planning for college and career readiness
through collaboration between academic and CTE teachers. This structure will
include but is not limited to the following: mentoring, career counseling, and access to
jump start activities. Additional supports must be in place to ensure transitional
students show adequate growth to address academic needs and identified student
profile considerations. These structures will evaluate an individual student’s growth,
identify next steps and provide career readiness course opportunities. Teachers will
become advisors and mentors for college and career readiness. Schools will provide
meaningful activities and resources to help students identify a career they may
pursue. Structures will provide support for course and certification attainment while
making students workforce ready with a focus on jump start models. A plan outlining
such remediation will be included in the student’s Individual Graduation Plan (IGP).
►Explain how an individual student’s progress will be tracked, specifying the data
the support team will use to identify student progress and gaps.
Academic and CTE teachers will work collaboratively with school support staff and
parents to track and identify student progress and gaps. As a means of support,
interim progress checks may include but are not limited to the following: transcript
and IGP review; review of coursework and academic grades; review of district
benchmark and school level common assessments; review of standardized test
scores; review of attendance data; review of behavioral data and discipline reports;
and review of identified student profile considerations. The support team conferences
will serve as a means to progress monitor student growth to assess whether or not
the student has properly acclimated to the high school campus.
►What Career Readiness Course Opportunities will be provided to the students?
Career development begins as early as elementary school, and progresses through
middle school into high school courses and activities. Schools at all levels, especially
19
middle and high, provide career exploration initiatives through activities such as
career fairs, career presentations, and career awareness courses at middle and high
school levels. Schools promote college awareness through posters, college
representatives presentations and college campus visits. The district provides career
and college readiness opportunities through its advanced placement and dual
enrollment course offerings; interest inventories aligned to standardized testing and
related activities; and career and technical education courses listed in the district
course catalog. CLEP college placement and industry based certification testing
opportunities are also available to high school students.
►How will an appropriate T9 curriculum be identified and implemented?
Supports must be in place to ensure retained and promoted students show adequate
growth to address academic data indicators and student profile considerations.
Students enrolled in transitional 9th grade will receive remediation in math and/or
English if they did not score at or above proficient as determined by BESE and
identified areas of remediation. These students will be eligible to earn credits in ongrade level courses even if they are simultaneously receiving remediation in that
subject. Students enrolled in transitional 9th grade will have opportunities to take all
9th grade-level courses that are part of a high school career pathway developed by
regional teams and approved by the LDE, including but not limited to CTE courses
and career training opportunities.
For the current school year, the district will design the remediation program for
transitional 9th grade students. Principals, teachers and instructional staff will have a
multitude of supplemental resources available to select and implement appropriate
and individualized curriculum to meet the identified needs of transitional ninth grade
students. Identified resources from the LDE instructional resource reviews and
published rubrics will be utilized to ensure staff is selecting resources aligned to state
standards. Additional resources to be used may include but are not necessarily
limited to the following: teacher toolboxes; grade specific libraries; ELA guidebooks
and framework; math guidebooks; district curriculum maps, pacing guides and
related resources; district approved intervention programs to provide differentiated
instruction. Principals, teachers and instructional staff will align formative and
common assessments to ensure appropriate progress monitoring and tiered
instruction for continued remediation in identified areas of learning gaps.
C. Elementary Program of Studies Requirements
1. The elementary grades shall provide a foundation in fundamentals of English Language
Arts, Mathematics, Social Studies, Science, Arts, Health, and Physical Education.
2. Each elementary school shall provide 63,720 minutes of instructional time per year.
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)
20
4. Elementary schools shall offer an articulated foreign language program for 30 minutes
daily in grades four through six and 150 minutes per week in grades seven and eight.
►List detailed and specific LEA promotion requirements by grade level for K-8. If
promotion criteria for 4th and 8th grade students exceed the state requirements of
passing the state mandated assessments, list any additional requirements.
Promotion Policies for Kindergarten – Grade 5
To be promoted in grades K through 5, a student must meet the following criteria:







A minimum of four quality points earned or an annual average of 1 quality point
in both reading and mathematics. In grades 1-5 students must pass two other
subjects with the same quality point requirements.
A student may not be promoted if an “F” is earned in both 3rd and 4th nine weeks
in the same subject.
A performance level of on or above grade level in reading and math,
The term grade level refers to the grade placement with respect to skills
as indicated according to adopted textbooks and the comprehensive
curriculum.
If applicable, fourth graders must meet state performance requirement/
promotion standard for High Stakes Testing in Language Arts and Mathematics
in addition to EBR Pupil Progression Plan Policies to be promoted to 5 th grade.
Due to transition policy changes and delayed test scores during the current
school year, those who do not meet the performance requirement/ promotion
standard (if applicable) may be eligible for an SBLC waiver according to local
EBR Pupil Progression Plan Policy as outlined in the K-8 Promotion section of
this document.
A performance level of on or above grade level in reading and math. The term
grade level refers to the grade placement with respect to skills as indicated
according to adopted textbooks, district approved curriculum aligned to state
standards as grade appropriate for each grade level.
Any student not meeting these criteria may be required to attend the extended
year or summer remediation program, if available, to be considered for
promotion via SBLC waiver process.
Parents must be given a review of their child’s progress at each conference
period and be encouraged to be a part of the team to plan interventions to
accelerate progress when needed.
The Progress Reports for grade K will be marked with the symbols, E, S, NI and U.
Grading Scale for Kindergarten
Grade
E
S
NI
Percentage
(Excellent Performance)
100-93
(Satisfactory Work)
92-80
(Needs Improvement)
79-67
21
U
(Unsatisfactory Work)
66-0
The Grading Scale for Achievement in Grades 1-5 is as follows:
Grading Scale for Regular Courses
Grade
Percentage
Quality Points
A
100-93
4
B
92-85
3
C
84-75
2
D
74-67
1
F
66-0
0
*As per Bulletin 741 §2302 Uniform Grading Policy, all LEAs shall use the above uniform
grading system for students enrolled in all grades K-12 for which letter grades are used.
The teacher who has been responsible for instruction for at least 23 days of a
reporting period marks a student’s Report Card.
Remediation shall be offered to students who do not meet the state performance
requirement/ promotion standard on state mandated assessments (if applicable) in
accordance with the high stakes testing and K-8 promotion policies outlined in previous
sections of this document. Any student not meeting the academic promotion criteria may be
required to attend the extended year or summer remediation program, if available, to be
eligible to be considered for promotion via SBLC waiver process.
In order to move students toward grade performance, EBR shall design and implement
additional instructional program options for those 4th grade students being retained. The
purpose of the additional instructional options is to move the students to grade level
proficiency by providing the following:


Focused instruction in the subject area(s) on which they failed to meet the
passing standard, demonstrate proficiency and/or meet the state performance
requirement/ promotion standard on state mandated assessments (if applicable)
in accordance with the high stakes testing and K-8 promotion policies outlined in
previous sections of this document.
Ongoing instruction using locally aligned curricula based on state approved
content standards for the core subject areas.
Examples of instructional options may include alternative learning settings, individual
tutoring, transition or acceleration classes, or other instructional options appropriate to
the students’ needs. EBR also designs and implements additional instructional options
for students below grade 4 who have been determined to be at risk of failing to meet
the state performance requirements on state mandated assessments (if applicable).
22
Suggested options at the building level may include the following depending upon
available resources and student’s needs:






Inclusion (small group sessions, instructional aide, small classrooms of
no more than 15 students)
Academic services provided by a math and/or reading specialist
Before and after school tutorial services with on-going assessment
Extra computer time on skills needed
Individual or group tutoring before, during and after school
4th Grade Transitional Program
Remediation and Tiered Instruction District approved intervention and remediation programs
23
Promotion Policies for Middle School Students – Grades 6, 7 & 8:
Criteria for Promotion and/or Alternative Placement
Students must meet state attendance requirements by attending a minimum of 167 days.

Students (6, 7 & 8) must meet local course requirements as follows:
A student in the middle school with a 7-period day schedule will be promoted if that
student makes a passing grade for the year in 6 of the 7 courses taken or if that
student passes 11 of the 14 semester credits.
A student in middle school with a 9-period day schedule will be promoted if that
student makes a passing grade for the year in 8 of 9 courses taken or if that student
passes 15 of the 18 semester credits. If a student who changes schools goes from
a 7-period to an 9-period day and ends up with 16 semester credits, he must pass
13 of the 16 semester credits.
A student in middle school with a 11-period day schedule will be promoted
if that student makes a passing grade for the year in 10 of 11 courses taken
or if that student passes 19 of the 22 semester credits.
Middle School Promotion Scale
1st 9 Weeks
2nd 9 Weeks
Semester Grade
F
D
D
D
F
F
B
C
C
C
B
B
C
F
D
1st Semester + 2nd Semester
F
D
Pass
D
F
Fail
F
C
Pass
B
C
Pass
A
F
SBLC
D
B
Pass
**The school administration must check report cards immediately upon
receiving them. If the promotion status has not been determined, the
administration must make the determination and inform parents prior to
opening of summer school.
The Grading Scale for Achievement in Grades 6-8:
27
Grade
Percentage
Quality Points
A
100-93
4
B
92-85
3
C
84-75
2
D
74-67
1
F
66-0
0
*As per Bulletin 741 §2302 Uniform Grading Policy, all LEAs shall use the above uniform grading system for
students enrolled in all grades K-12 for which letter grades are used.
The SBLC will make recommendations about Special Education students using the adopted
policies of the LSBESE and the student IEP.
Grade 8 Promotion/Placement criteria
A. For the current school year, promotion from grade 8 to grade 9 will be in accordance with
the K-8 Promotion and High Stakes Testing criteria outlined in earlier sections of this
document in accordance with Bulletin 1566.
►Describe the elementary foreign language program for academically able students in
grades 4–8.
o Explain the local definition of the term “grade level” or “on grade level.”
On grade level is defined as the ability to perform grade level skills (as identified by district
approved curriculum aligned to state standards mastery). In tested grades, “grade level”
is defined as meeting performance requirement/ promotion standard on state mandated
assessments (if applicable) and meeting local promotion criteria outlined in other sections
of this document.
Elementary School: Foreign Language instruction in the elementary school should be
incorporated in the school day for thirty (30) minutes daily in grades 4 and 5 as part of the
language arts and/or social studies curriculum, and shall be optional for all others.
Students on grade levels 4 and 5 who are not identified as academically able for instruction
in the foreign language program shall receive instruction in basic skills from the classroom
teacher during this period.
Middle School: In grades 6, 7, and 8 a minimum of 150 minutes a week for foreign
language shall be required and shall be a part of language arts time allotment. Required
language instruction is contingent on funding. All middle schools are model program sites.
Middle school students with stanines of seven, eight or nine in total reading on previous
iLEAP tests or equivalent assessments and as recommended by teachers may take a
28
foreign language in lieu of reading. Foreign language may be offered as an elective to
those students who do not meet these criteria.
IV. Promotion 9-12 - High School Graduation Requirements
A. Carnegie Credit and Credit Flexibility (Bulletin 741 §2314)
1. Students may earn Carnegie credit as middle school and high school students in two ways:
a. By passing a course in which the student is enrolled and meeting instructional time
requirements, as set forth below; or
b. By demonstrating proficiency as set forth below.
2. When awarding credit based on instructional time, LEAs shall provide a minimum of 7,965
minutes for one Carnegie credit, and students shall be in attendance for a minimum of 7,515
minutes. In order to grant one-half Carnegie credit, LEAs shall provide a minimum of 3,983
minutes, and students shall be in attendance for a minimum of 3,758 minutes.
3. When awarding Carnegie credit based on demonstrated proficiency, LEAs must inform the
LDE of the following on behalf of any student or group of students:
a. the name of the examination used to measure proficiency, if nationally recognized, or
b. a copy of the examination used to measure proficiency, if locally developed or not
nationally recognized and the score required to demonstrate proficiency; or
c. a listing of requirements to demonstrate proficiency through portfolio submissions.
4. Students enrolled in a course for the first time, which is not a credit recovery course or part
of an accelerated program, shall only earn credit according to the pathway in Paragraph
A.1.of this Section once the school year has begun.
a. If a student fails a course, but meets the standard of proficiency on the end-of-course
exam, the student may retain that score to be factored into their final grade in either a
credit recovery course or a repeat of the traditional course.
5. Proficiency in a course with a state administered End of Course exam must be
demonstrated using the End of Course exam.
6. The LDE may require revisions of assessments in order to ensure that they adequately
measure proficiency.
7. Students meeting the requirements for Carnegie credit based on proficiency shall have the
course title, the year proficiency was demonstrated, and the unit of credit earned entered
on their transcript.
a. LEAs shall determine whether to award the letter grade earned on the proficiency
assessment(s) or a P (pass) when a student demonstrates proficiency.
►List detailed and specific LEA Carnegie unit requirements and promotion
requirements by grade level for grades 9-12.
Students must complete the minimum of 23 or 24 Carnegie units of credit (see
Appendix.) A student who entered the ninth grade during the 1999-2000 school year
and thereafter and who transferred to a Louisiana public school at or below the ninth
grade shall take and pass the English Language Arts and Mathematics sections and
either the Science or the Social Studies test of the Graduation Exit Exam (GEE21).
Approaching Basic achievement level or higher is considered passing. Prior to 201329
2014 school year, a student who is eligible for the Louisiana Alternate Assessment,
Level 2 (LAA2) through an active IEP should take and pass with Approaching Basic or
higher the English Language Arts, Mathematics, and either Science or Social Studies
tests to earn a high school diploma. A student who entered the ninth grade during the
2010-2011 school year and thereafter is required to score at the Fair achievement level
or higher on the End-of-Course tests (see High School Graduation requirements.)
Retest opportunities will be provided for students who do not pass GEE, LAA2, or EOC.
GEE/EOC/LAA2 Waiver for Graduating Seniors with Disabilities
In June 2005, the Louisiana Department of Education and the Board of Elementary
and Secondary Education adopted a waiver process for student with disabilities seeking
a standard high school diploma. A student with a disability could be eligible to receive
a diploma if the student meets all other state mandated testing graduation requirements,
and has the required documentation for the waiver request, including evidence that the
student participated in remediation and how the disability or disabilities impacted the
student’s inability to pass the assessment. The flexibility granted under this rule applies
only to graduating seniors or students who have previously left school who have a
disability or disabilities defined by the Individuals with Disabilities Education
Improvement Act (IDEA).
Grade Placement
Grade placement* is to be determined only at the beginning of the school year for
grades 9, 10, 11. Grade placement for seniors can be determined at any time.
Grade 10 – by having earned no fewer than 5 units of credit
Grade 11 – by having earned no fewer than 11 units of credit
Grade 12 – by having scheduled sufficient units during the regular year to
complete graduation requirements at the end of the school year.
*Inclusive of district approved traditional, online/ virtual, distance learning, blended
learning, and independent study. Note: A student shall be placed in grade nine at the
beginning of their first year on a high school campus regardless of the number of
credits earned prior to entering high school. Reclassification will occur at the beginning
of their second year in high school and will be determined by the credit listing above.
ACT 1034: A student who exhibits disruptive behavior, an incorrigible attitude, or any
other discipline problems in general, may be recommended by the principal for
expulsion, assignment to an appropriate alternative education program, or transfer to
adult education if such student is as follows:
(1) Seventeen years of age or older with less than (5) five units of credit
toward graduation;
(2) Eighteen years of age or older with less than (10) ten units of credit
toward graduation;
(3) Nineteen years of age or older with less than (15) fifteen units of
credit toward graduation. (R.S. 17:224)
30
Principal recommendations for transfer to adult education must be reviewed and
approved by the Office of Child Welfare and Attendance. Students who are 17 years
of age who are recommended for transfer to adult education under this provision must
also meet the eligibility requirements for a Waiver to Exit. (R.S. 17:221, Bulletin 741,
§1103)
Credits: In Grades 9 through 12, units are earned based on semester grades. An “A”
through “D” or “P” will earn whatever units are possible for the course. An “F” will not
earn any units. Students receiving a certificate of achievement and participating to the
best of their ability should receive passing grades but not Carnegie units. There is no
limit to the number of Carnegie units a student may earn in any given year. Students
meeting the requirements for Carnegie credit based on proficiency shall have the
course title, the year proficiency was demonstrated, P (pass), and the unit of credit
earned entered on their transcript as per Bulletin 741.
Information concerning district approved correspondence courses is available from the
Department of Counseling and Guidance. Only one half Carnegie unit may be earned
per semester course.
College courses taken by students while enrolled in high school (concurrent enrollment
independent of dual enrollment opportunities offered as a district course) must have
the prior approval of the principal and school counselor before enrollment. College
credit received will carry weighted credit. The counselor or appropriate supervisor must
verify that the college course is on a higher level than the last course taken by the
student in that subject. The course will appear on the high school transcript under one
of the following titles:
College Mathematics
College English
College Science
College Social Studies
College Foreign Language
College Computer Science
Courses, which carry one or two hours of credit at an approved two year or four-year
institution, will earn one half of a Carnegie unit toward graduation at the high school
level. Those courses, which earn three to five semester hours of college credit, will
earn one full Carnegie unit. If a student transfers from one school to another, weighted
grades apply for the purpose of awards given by the school only when the same honors
courses are offered in the school to which the student transfers. However, the final
transcript will reflect all weighted credit and appropriate honors course designation.
All credits must be counted the semester prior to the student’s classification as a
senior, and each student shall be notified as to the number of credits he/she will have
at the end of the semester. This will depend on successful completion of all subjects
taken during the semester.
3-year graduate
2nd semester of 10th grade
31
Midterm graduate
4-year graduate
Formal commitment shall be obtained from students on Formal Commitment: Intent to
Graduate Form and approved by their parent/guardians indicating when they expect to
graduate. This form should be in the school files for all seniors no later than the end
of the second month of their senior year.
A student shall not be allowed to participate in a graduation exercise if he/she has not
satisfactorily completed all the requirements for graduation as set forth in the Pupil
Progression Plan. All students who participate in the graduation exercise shall have been
certified and deemed eligible to receive a diploma by the principal of the school from which
the student is graduating. However, the Superintendent shall have the discretion to allow
students to participate in graduation exercises when it is warranted by exceptional
circumstances.
If by April of the graduating year students who have earned the required 23 or 24 Carnegie
units and the required coursework and have passed the state mandated tests required for
graduation shall not be allowed to re-enter any high school and continue to take additional
courses. These students will be bestowed a diploma whether or not they choose to take part
in formal graduation ceremonies. This policy does not apply to exceptional students who are
eligible to continue to receive educational services. Remediation and retake opportunities
will be provided for students who do not pass state mandated tests while awaiting retake
opportunities. However, these students will not be allowed to register and schedule
additional course work.
Credits for transfer students: In cases where a student transfers into the East Baton Rouge
Parish School System and has completed a year of study and has received only yearly grades
with no semester grades indicated, grades should be doubled in ranking.
Examples: Civics-C; receives C for the 1st semester; C for the 2nd semester
Grading Scale and Conversion Table
G.P.A. = Total Quality Points
Total Units Attempted
Quality Points – Numerical Value of Grade
Total Units Attempted
Students may earn Carnegie credit as middle school and high school students in two ways: by
passing a course in which the student is enrolled; and meeting instructional time requirements or
by demonstrating proficiency as set forth in Section IV. items A1 and A4 (noted in High School
Graduation Requirements outlined on pages 29-30) as well as in the Placement Section (I.B –
pages 6-8) for grades 9-12 earlier in this document. Bulletin 741, Section 2314 will govern district
policy regarding Carnegie Credit and Credit Flexibility as it relates to High School Graduation
32
Requirements. The district reserves the right to administer a proficiency exam and require the
district set proficiency score for any student who transfers into the system from non-approved
schools or home schools when placement is in question before awarding Carnegie Credit. District
proficiency exams are submitted to the Louisiana Department of Education (See Placement
Section of this document for policy regarding proficiency exam administration).
Numerical Value Table:
Grade
Percentage
Quality Points
A
100-93
4
B
92-85
3
C
84-75
2
D
74-67
1
F
66-0
0
*As per Bulletin 741 §2302 Uniform Grading Policy, all LEAs shall use the above uniform grading system for students
enrolled in all grades K-12 for which letter grades are used.
Grading Scale for Honors, Gifted, and
Advanced Placement Courses
Grade
Percentage
Quality Points
A
100-93
5
B
92-85
4
C
84-75
3
D
74-67
1
F
66-0
0
*As per Bulletin 741 §2302 Uniform Grading Policy, all LEAs shall use the above uniform grading
system for students enrolled in all grades K-12 for which letter grades are used.
Marks that appear on the report card and progress report are as follows:
A = Outstanding Achievement
B = Good Achievement
C = Satisfactory Achievement
D = Minimum Acceptable Achievement
F = Failure
P = Pass
33
High school students may repeat a course for self-improvement only to establish
eligibility to participate in extra-curricular activities requiring specific standards. For the
purpose of establishing eligibility, students may enroll in an accredited summer school
sanctioned by the Board of Elementary and Secondary Education for self-improvement
course work. It should be understood that students needing repeat work will be given
first option for available seats followed by students desiring courses for selfimprovement. The first recorded grade will remain on the transcript, but with the
notation added to indicate that course was repeated along with the resulting grade.
For the purpose of self-improvement, students receiving a higher grade or grades will
be granted the benefit of the higher grade or grades only for determining eligibility for
extra-curricular activities requiring specific standards. Further, a student may lose or
gain eligibility within a given semester pursuant to the eligibility requirements set forth
by the East Baton Rouge Parish School System and the Louisiana High School Athletic
Association if tutorial services are evident.
Grade point averages will be computed utilizing all course grades including those that
have been repeated for the purpose of calculating class rankings. A student who has
achieved a grade of “A” shall not be allowed to repeat that same course for credit.
A grade correction for any high school Carnegie unit must be made no later than three
weeks following the end of the previous semester. A grade correction will only be
allowed if an error was made in the calculation of the grade and with the approval of
the building principal. The Superintendent or designee must approve any deviation
from this policy.
Class Rank for Determining Regular Education: Valedictorian and Salutatorian,
Graduation Honors and Scholarships
Valedictorian and Salutatorian: Regular Education: Beginning with the graduating
class of 2010-2011, senior class rank will be determined by the students’ weighted
grade point average, including all subjects in grades 9-12. Co-valedictorians will be
recognized if these students have earned exactly the same grade point average. In
the event that a co-valedictorian is recognized, there will be a salutatorian also. To be
considered for valedictorian and salutatorian, the students must be enrolled in that
school for the entire senior year and must have been in attendance in this school
system for the last four (4) semesters of high school. This does not prevent other
honors being bestowed. However, a student cannot have been in high school for more
than eight (8) semesters.
Honor Graduates: All seniors who compile a grade point average of 3.9500 and above
shall be designated as graduating Summa Cum Laude. All seniors who compile a
grade point average in the range of 3.8500 to 3.9400 shall be designated as graduating
Magna Cum Laude. All seniors who compile a grade point average in the range of
3.500 to 3.8400 shall be designated as graduating Cum Laude.
34
Valedictorian and Salutatorian - Gifted Education: Any student who has completed
four or more semesters in the gifted program will be ranked as part of the gifted
graduating class for purposes of determining valedictorian and salutatorian.
Any student who has enrolled in the gifted program for fewer than four semesters and
is not enrolled in the gifted program or equivalent coursework, i.e. Advanced
Placement courses, during his/her senior year will be ranked as part of the regular
graduating class. The school counselor, gifted coordinator, and school principal must
review schedules of the ten top-ranked gifted students at the beginning of the student’s
senior year to insure eligibility for consideration as valedictorian and/or salutatorian.
To be declared valedictorian or salutatorian of the gifted class, students will be required
to complete a minimum of six Carnegie units during their senior year (completion of
11th grade to graduation). Courses, which carry a weight of one or two semester hours
of credit at a four-year institution, will earn one half of a Carnegie unit toward graduation
at the high school level. Those courses, which earn three, four, or five semester hours
of college credit, will earn one full Carnegie unit.
Certificate of Achievement: Certificate of Achievement is an exit document issued to
a student with a disability after he or she has achieved certain competencies and has
met specified conditions as listed below. The receipt of a Certificate of Achievement
shall not limit a student’s continuous eligibility for services under these regulations
unless the student has reached the age of 22.
Eligible students must meet the following Provisional Eligibility Criteria to be awarded
a Certificate of Achievement:
o The student has completed at least 12 years of school or has reached the age of 22
(not to include students younger than 16).
o The student has met attendance requirements according to Bulletin 741.
o Transition planning has been completed and documented.
o The student participated in LEAP Alternate Assessment (Level 1 or 2); and
o This student addressed the general education curriculum as reflected on the
student’s IEP.
*NOTE: The receipt of a Certificate of Achievement does not limit a child’s
continuous eligibility for services under IDEA unless the child has reached the age of
22.
A)
B)
C)
D)
E)
Early College Admissions Policy (Bulletin 741, Section 2329)
High school students of high ability may be admitted to a college on a full- time basis.
A student shall have maintained a "B" or better average on all work pursued during three
years (six semesters) of high school.
The student shall have earned a minimum composite score of 25 on the ACT or an
equivalent SAT score; this score must be submitted to the college.
A student shall be recommended by his high school principal.
Upon earning a minimum of 24 semester hours at the college level, the student shall be
eligible to receive a high school diploma.
a) The high school principal shall submit to the LDE the following:
35
1. forms provided by the LDE and completed by the college registrar certifying
that the student has earned 24 semester hours of college credit; and
2. a certificate of high school credits.
A. A student not regularly enrolled in the current school year in the high school shall be
automatically eliminated from participation in all high school activities, with the exception of high
school graduation ceremonies.
►Describe the LEA’s policy for awarding ½ unit of credit.
Any student who transfers into the school and has successfully completed 12 weeks
of work in any given semester in a course(s) not offered at the receiving school and
who cannot be placed in a comparable course should be given one half unit of credit.
One half (½) unit of credit shall be awarded for each successful semester completed
of a full unit course.
B. High School Graduation Requirements
1. General requirements for a high school diploma and a Certificate of Achievement may
be found in §2317 of Bulletin 741.
2. A Louisiana state high school diploma cannot be denied to a student who meets the
state minimum high school graduation requirements; however, in those instances in
which BESE authorizes an LEA to impose more stringent academic requirements, a
school system diploma may be denied. (Bulletin 741 §2317)
3. Graduation requirements for the College Diploma may be found in §2318 of Bulletin 741,
including the requirements for the following students:
a. Students who entered the ninth grade prior to 2008-2009,
b. Students entering the ninth grade in 2008-2009 to 2013-2014 who are completing the
Louisiana Core 4 Curriculum, and
c. Students entering the ninth grade in 2008-2009 to 2013-2014 who decide after their
second year of high school to complete the Basic Core Curriculum.
4. Graduation requirements for the TOPS University Diploma may be found in §2318 of
Bulletin 741, including the requirements for the following students:
a. Students who entered the ninth grade in 2014-2015 and beyond
5. Graduation requirements for the Career Diploma may be found in §2319 of Bulletin 741.
a. A student who seeks to pursue a Career Diploma shall:
i. Fulfill the all the requirements for promotion to high school;
ii. Fulfill the course requirements for a Career Diploma found in Bulletin
741 §2319; and
iii. Meet the entry or admissions requirement set forth in the chosen
Career Major program.
6. Students may switch from the Career Diploma pathway to the College Diploma pathway
or vice versa at the end of each semester. (Bulletin 741 §2317 G. and H.)
7. In addition to completing at least the minimum Carnegie credits, students must meet the
assessment requirements to earn a College diploma, TOPS University Diploma, or a
Career Diploma. (Bulletin 741 §2318 B. and §2319 B.)
36
a. Incoming freshmen prior to 2010-2011 must pass the English Language Arts and
Mathematics components of the GEE or LAA 2 and either the Science or Social
Studies components of the GEE or LAA 2 to earn a high school diploma.
i. Students with disabilities identified under the Individuals with Disabilities
Education Act shall be eligible for a waiver if the student meets all other
graduation requirements and is able to pass two of the three required components
of GEE or LAA 2, if the DOE review determines the student’s disability
significantly impacts his/her ability to pass the final required GEE test. (Bulletin
741 §2318 B. and §2319 B.)
b. Incoming freshmen in 2010-2011 and beyond must pass End-of-Course Tests in the
following categories:
i. English II or English III
ii. Algebra I or Geometry
iii. Biology or American History
c. Students with disabilities identified under IDEA who meet the eligibility criteria
previously used for LAA 2 participation and have entered high school in 2013-14 or
before may meet the graduation assessment requirements by passing the English
language areas and mathematics components of the LAA 2 and either the science or
social studies component of LAA 2.
d. Students with disabilities identified under the Individuals with Disabilities Education
Act shall be eligible for a waiver if the student meets all other graduation
requirements and is able to pass two of the three required EOC tests, and if the DOE
review determines the student’s disability significantly impacts his/her ability to pass
the final required EOC test. (Bulletin 741 §2318 B. and §2319 B.)
8. If a student with a disability has not met state-established benchmarks on state
assessments for any two of the three most recent school years prior to high school, or for
the two most recent administrations of any state-established assessments required for
graduation, the IEP team may determine if the student is required to meet state or local
established performance standards on any assessment for purposes of graduation. (Bulletin
1530 §405).
V. Retention Policy
►
State the number of times a student may be retained in each grade or level.
 A student will be retained not more than one time for failure to meet academic requirements
in grades K-3.
in grades 4-5.
in grades 6-7.
A SBLC shall meet when it is determined that a child is in jeopardy of not meeting the promotion
requirements for the present grade. The role of the SBLC shall be to assist the classroom
teacher in designing intervention strategies that could further ensure meeting the requirements
for promotion. This should be done as early in the school year as possible. A parent teacher
conference must be held and documentation of interventions provided before a SBLC
conference. Once the teacher has requested the SBLC it shall be the responsibility of the SBLC
37
Coordinator to notify the parent, teacher and others in writing of the meeting by sending a letter
home to parents or placing a telephone call to the parents. No later than the beginning of the
third nine weeks, parents shall be notified in writing that their elementary or middle school child’s
promotion is in jeopardy.
Previous Retention: The first time a student is placed in a transition class shall not be counted
as retention in that the child can be accelerated to his proper grade placement within the school
year. The teacher will use new and different teaching strategies during the transition period that
will lead toward the mastery of the deficient skills.
Students shall not be retained more than once in grades K-3 and once in grades 4 and 5 for a
total of two times in K-5 unless high stakes testing policy and/or state mandated assessment
policies specify otherwise for grade 4. Follow-up interventions must be in place to address
academic deficiencies of students during the “retention” year. Those interventions must be well
documented to demonstrate efforts to promote academic growth. High Stakes Testing and state
mandated assessment policies must be followed. A student will not be retained more than once
in grades 6 and 7 for failure to meet academic standards.
Students who have been retained may be referred to the SBLC for consideration of Referral to
the Pupil Appraisal Team to determine if an individual evaluation is warranted. Results
must be documented and kept in the cumulative folder.
The decision for promotion following summer remediation will be made by the
appropriate school staff at the sending school where the child will attended the previous school
year. Change in grade placement must be determined within the first ten days of the student’s
attendance at the school. (See review of placement section of document).
*If a student has already been retained the maximum and also has absences in excess of the
state attendance requirements in Bulletin 741, Rev. ’84, the state requirements take precedence.
►
Describe any additional LEA policies that may determine student retention.
A student in the 4th grade who is 12 years old on or before September 30th may be promoted
according to the Pupil Progression Plan.
If a student has already been retained in fourth grade for the current year, has attended the
summer remediation program, and has been retested (if applicable) and has not achieved state
mandated performance requirement/ promotion standard and is being recommended for
promotion by the SBLC, then a request for a System Level review is to be made at the end of the
summer program. (See High Stakes Testing Policy in earlier section of this document).
► Describe the intervention/remediation strategies to be used to prevent retention or in lieu of
student retention at the lower grades.
Intervention/ remediation strategies to be used to prevent retention or in lieu of retention at
lower grades may include but are not limited to the following:
 Tutoring before and after school
38





Reading and math intervention programs
Literacy centers
Academic services provided by interventionists, reading, and/or math coaches
District sponsored summer remediation programs
Response to Intervention (RtI)
VI. Acceleration
► Describe the policies and procedures that address the placement of students who
demonstrate that they will benefit more from the instructional program at an advanced grade
level. Address criteria for both grades K–8 and grades 9–12.
The East Baton Rouge Parish School System is committed to provide appropriate means for
students of high academic ability to develop their potential. The provisions are as follows:
The classroom teacher provides enrichment and acceleration for these students in regular
classrooms. If the student continues to need a more challenging placement, the school
administrator, school counselor, parent, student, or any currently assigned classroom teacher
of the student will request screening and testing for gifted identification and services.
Accelerated curriculum may be considered for eligible students at the elementary and middle
school levels either through accelerated grade placement or promotion in regular education
or accelerated curriculum in gifted education in the current grade.
Elementary and Middle School Opportunities for Acceleration: Elementary and middle school
students of high ability are normally provided enrichment with other students of their own
chronological age. In warrant a review of placement for accelerated purposes, an appeal
should be made by a teacher, parent, school counselor, or principal to the School Building
Level Committee (SBLC) for an initial recommendation as to whether it would be an advantage
for the student to be promoted to a class at a higher grade level than the student’s normal
placement. A Limited English Proficient (LEP) student must not be denied acceleration solely
on the basis of English proficiency. Refer to Title IV, Civil Rights Act, 1964, 42 U.S.C. Section
200d and the Equal Educational Opportunity Act of 1974 20 U.S.C. Section 1703 (f).
► Describe the LEA criteria for acceleration, including who is involved in the decision-making
process, what evaluation criteria are used, and other local policies.
If the School Building Level Committee determines that such acceleration options would probably
be advantageous for the student, then the following criteria must be met:
The student must show documented mastery skills and concepts in math, reading, and other
facets of language arts by these means: score at the 99 percentile on district administered test
by the Pupil Appraisal Department or the on highest proficiency levels/ categories on state
mandated assessments in English/language arts and mathematics in order to be eligible for
SBLC review.
The SBLC which will consider possible acceleration options, may be composed of the following
members: the classroom teacher, principal, counselor, a designee of the central office, Pupil
Appraisal Department staff, (and the parent. Both parents are encouraged to attend the
conference, but together they are considered as one member of the committee. The
recommendations for acceleration options must be supported by a minimum of four members of
39
the committee and should be based on careful review of all the data and probably success of
student adjustment.
a. Written informed consent must be obtained from parents or legal guardians for the
proposed acceleration options.
b. No student will be considered for acceleration options more than (2) times total
during the period of grades 1-8.
c. Review of placement for any proposed acceleration for the next school year
must be indicated prior to the last grading period of the current school year
►
Describe any applicable policies and procedures for grade “skipping.”
Grade “skipping” must follow the same criteria as listed for the acceleration options. (See
Acceleration section above.)
►
Describe any policies governing services for gifted students.
Criteria
The East Baton Rouge Parish School System provides appropriate means for students with
superior ability whose needs cannot be met in the regular classroom. The provisions are as
follows:
Students with superior ability as defined by the Pupil Appraisal Handbook of the Louisiana State
Department of Education Bulletin 1508 are identified gifted and/or talented according to State
criteria and eligible to participate in the Academically Gifted and/or Talented programs.
Information from the East Baton Rouge Parish School Board Pupil Appraisal Approved
Evaluation, teacher recommendations and concerns, and parental concerns are used by the
IEP Committee to determine placement for Gifted students. The IEP is designed to meet both
academic and emotional needs of the Gifted student. Site determination is made by the
Supervisor of the Gifted and Talented program in accordance with space availability.
Accelerated Grade Placement
Multiple assessments must be reviewed in determining a child’s acceleration needs.
Accelerated grade placement does not take the place of gifted education. Students receiving
services as gifted have an IEP to address and meet their special needs. Parents can refuse
gifted services at this time.
Revision of Gifted and/or Talented Placement
IEP Goals and Objectives are reviewed through the IEP process at least once a year. At
that time, the IEP committee makes revisions and additions to the IEP as needed to meet
the individual needs of the student. Recommendations for a re-evaluation or change of
placement can be requested by anyone on the IEP committee at any time.
A. Early Graduation
40
1. Each LEA shall develop an early graduation program allowing students to accelerate
their academic progress, complete all state graduation requirements, and receive a high
school diploma in less than four years. (Bulletin 741 §2317)
a. The early graduation program may include distance education (§2326), dual
enrollment (§2327), and Carnegie credit and credit flexibility (§2314).
b. LEAs shall not have any policies or requirements that would prevent students from
graduating in less than four years.
► Describe the components and requirements of the local early graduation
program.
With permission of the principal and the counselor, students may enroll in programs that will result
in early graduation such as the following:
 Carnegie credit earned in middle school
 Unlimited Carnegie credits may be earned in an academic year
 Dual enrollment
 Distance Learning
 Blended Instruction
Other components and requirements for Early Graduation are addressed in the High School
Graduation and Carnegie Credit and Flexibility sections of this document.
VII. Remediation
A. Legal Authorization
1. R.S. 17:24.4 G provides that those students who fail to meet required proficiency levels
on the state administered criterion-referenced tests of the Louisiana Educational
Assessment Program shall receive remedial education programs that comply with
regulations adopted by BESE.
2. R.S. 17:394–400 is the established legislation for the remedial education programs.
3. A program of remedial education shall be put into place by local parish and city school
systems following regulations adopted by BESE pursuant to R.S. 17:24.4. All eligible
students shall be provided with appropriate remedial instruction. (R.S. 17:395 A).
B. Purpose
1. The intent of remedial educational programs is to improve student achievement in the
grade-appropriate skills identified as deficient on the state’s criterion-referenced testing
program for grades 4 and 8, and the End-of-Course Tests. (R.S.17:395 B and BESE
Policy).
C. State Mandatory Requirements
1. Any public elementary or secondary student, including a student with a disability
participating in the Louisiana Educational Assessment Program, who does not meet the
performance standards established by the Department and approved by BESE, as
41
measured by the State criterion-referenced test, shall be provided remedial education.
(R.S. 17:397)
a. For End-of-Course (EOC) tests, 30 hours of remediation per year shall be provided
for students who do not pass.
b. Remediation in the form of summer school (50 hours of instruction per subject) shall
be provided to both 4th and 8th grade students who score at the Approaching Basic or
Unsatisfactory achievement level on the spring state mandated assessments for
English Language Arts and/or Mathematics.
i. Summer remediation and end-of-summer retests must be offered by school
systems at no cost to students who did not take the spring state mandated
assessments or who failed to achieve the required level on the state mandated
assessments.
ii. All students with disabilities who participate in testing should receive services
along with regular education students in summer programs, with special support
provided as needed, including accommodations.
iii. Students with disabilities who participate in LEAP Alternate Assessment, Level 1
(LAA 1), are not eligible to attend the state mandated summer remediation
programs.
c. Remediation shall be provided to students who score at the Unsatisfactory level on
the state mandated Science and Social Studies tests.
d. Remediation is recommended for 4th and 8th grade students who score at the
Approaching Basic level on the state mandated Science and Social Studies tests.
e. Each LEA shall provide transportation to and from the assigned state mandated
Remediation summer site(s) from, at a minimum, a common pick up point.
D. School Year Intervention/Remediation Program
o List the objectives for your school year intervention/remediation program.
The East Baton Rouge Parish School System shall provide a remedial education program
for those students who fail to meet required proficiency levels on the state mandated tests
(R.S. 17:24.4 (G) R.S. 17:394-400) is the established legislation for the remedial education
programs. The intent is to improve student achievement in grade appropriate skills
identified as deficient on appropriate state mandated tests.
The program objectives are as follows:
1. Identify students who failed to meet the state performance requirements/
promotion standards on state mandated assessments.
2. Provide remedial instruction for eligible students on all skills in which they failed to
meet the performance requirement /proficiency standard.
3. Assess students to determine if they have reached state performance requirement/
proficiency standard on the skills in which they received remedial instruction.
4. Provide remediation necessary for students to achieve appropriate skills, a sense
of success, to prevent alienation from school, and to prevent early departure from
school.
42
o Describe the criteria used to determine which 4th and 8th grade students are eligible for
school year intervention/remediation.
1. Any public elementary or secondary student, including a LEP and/or exceptional
student (except gifted) participating in or state mandated assessments, who does
not meet the passing or proficiency standards established by the Department and
approved by the State Board, as measured by the state criterion-referenced tests,
shall be provided remedial education (R.S. 17:397).
2. The failure of Special Education students to achieve performance standards on the
state mandated tests does not qualify such students for special education extended
school year programs (BESE Policy).
3. Special Education students are eligible for state mandated test remediation
programs.
4. A list of all eligible students shall be maintained at the Central Office and each
school.
5. Students, including Special Education students, in grades 3 and 7 who score below
state passing or proficiency standards will be eligible for early intervention
remediation.
o Does the district suggest or require a minimum number of remediation services hours
each school should provide to its eligible students? If so, what is the minimum?
Remedial instruction time shall be provided based on student deficiencies as identified on
state mandated test profile sheets. School remediation programs should be designed to
provide eligible students with a minimum of 50 hours of tutoring in English and/or math.
o Describe the materials and methodology to be used throughout the district in school
year intervention/remediation.
o Instruction shall include the philosophy, the methods, and the materials identified in
the state approved content standards.
o Methods and materials used by the classroom teacher shall supplement and reinforce
those used in the remedial program. Strategies may include such techniques as
whole group diagnostic-prescriptive, small group and independent work in centers,
and learning activities involving manipulative materials.
o Exceptional students participating in state mandated assessments must be provided
with appropriate accommodations as noted in the students’ IEP.
o Describe the form of documentation collected from students/parents who refuse
school year remediation services.
If a parent or student refuses to participate in the remedial programs offered, a letter will be
requested from them and placed on file as documentation. The refusal form will be kept on
file in the student's cum folder. If the parent refuses to participate, the student may become
ineligible for a waiver.
o Describe how science and social studies remediation is implemented.
43
Job embedded professional development will be provided for principals and designated
teachers of students in mandated testing grades and appropriate personnel. This job
specific training will provide program guidelines and effective science and social studies
instructional strategies designed to remediate student needs.
o Describe the district’s plan for coordination of state, federal, and local funds for school
year remediation.
Communication between the classroom teacher and any supporting teachers shall occur
on a regular basis during the school year. The remedial education funds shall be used to
supplement state and local funds used for instructional materials and personnel.
o Describe the district’s plan for documenting evidence of achievement/growth of
students who are participating in school year remediation.
An evaluation plan will include both the educational process used in the remedial program
and the improvement shown by students in their identified deficient state mandated
assessment skills. Students will be considered remediated if they demonstrate academic
progress in core subject areas and/or meet the proficiency standard on a test similar to
statewide assessments administered by the schools.
The evaluation plan for documenting growth shall include specific documentation
showing the following:
1. Student performance by means of district approved curriculum aligned to state
standards as appropriate depending on grade level;
2. Coordination with other programs;
3. Instruction in the deficient skills as evidenced by teachers’ lesson plans;
4. Staff development as indicated by attendance, agendas, handouts, and evaluations
of in-service sessions;
5. Input from school principals, assistant principals, and teachers.
►Summer
Remediation Program
o List the objectives for your summer remediation program.
The East Baton Rouge Parish School System shall provide a remedial education program
for those students who fail to meet required proficiency levels on the state mandated
assessments. (R.S. 17:24.4 (G) R.S. 17:394-400) is the established legislation for the
remedial education programs. The intent is to improve student achievement in grade
appropriate skills identified as deficient on appropriate state mandated test.
The program objectives are as follows:
1. Identify students who failed to meet the state performance requirements/ promotion
standards on state mandated assessments.
44
2. Provide remedial instruction for eligible students on all skills in which they failed to
meet the state performance requirement/ proficiency standard.
3. Assess students to determine if they have reached the performance requirement/
proficiency standard on the skills in which they received remedial instruction.
4. Provide remediation necessary for students to achieve appropriate skills, a sense of
success, to prevent alienation from school, and to prevent early departure from school.
o Describe the criteria used to determine which 4th and 8th grade students are eligible
for summer remediation.
1.
2.
3.
4.
5.
Any public elementary or secondary student, including a LEP and/or exceptional
student (except gifted) participating in state mandated assessment , who does not meet
the performance standards established by the Department and approved by the State
Board, as measured by the state criterion-referenced tests, shall be provided remedial
education (R.S. 17:397).
The failure of Special Education students to achieve performance standards on the
state criterion-referenced tests does not qualify such students for special education
extended school year programs (BESE Policy).
Special Education students are eligible for state mandated assessment remediation.
A list of all eligible students shall be maintained at the Central Office and each school.
Students, including Special Education students, in grades 3 and 7 who score below
state passing standard or equivalent level on state mandated assessment will be
eligible for early intervention remediation.
o Describe the schedule for your summer remediation program. Please be reminded
that the district must schedule a minimum of 50 hours per subject at both 4th and 8th
grade levels.
1. Remedial instruction shall be provided for a minimum of 50 hours per subject at both
4th and 8th grade levels.
2. Instruction shall include the philosophy, the methods, and the materials identified in
the state approved content standards.
3. Methods and materials used by the classroom teacher shall supplement and reinforce
those used in the remedial program. Strategies may include such techniques as whole
group diagnostic-prescriptive, small group and independent work in centers, and
learning activities involving manipulative materials.
4. Exceptional students participating state mandated assessments must be provided with
appropriate accommodations as noted in the students’ IEP.
5. An IEP student participating in state mandated assessments must be provided with
modifications used in the student’s regular instructional program.
o Describe the materials and methodology to be used throughout the district in summer
remediation.
1. Remedial instruction time shall be provided based on student deficiencies as identified
on the mandated state assessment profile sheets.
2. Instruction shall include the philosophy, the methods, and the materials identified in the
state approved content standards.
3. Methods and materials used by the classroom teacher shall supplement and reinforce
those used in the remedial program. Strategies may include such techniques as whole
45
group diagnostic-prescriptive, small group and independent work in centers, and
learning activities involving manipulative materials.
4. Exceptional students participating in state mandated assessments must be provided
with appropriate accommodations as noted in the students’ IEP.
5. A student with an IEP/IAP participating in state mandated assessments must be
provided with modifications/accommodations used in the student’s regular instructional
program.
o Describe the form of documentation collected for students and parents who refuse
summer remediation services.
If a parent or student refuses to participate in the remedial programs offered, a letter will
be requested from them and placed on file as documentation. The refusal form will be
kept on file in the student's cumulative folder. If the parent refuses to participate, the
student may become ineligible for a waiver.
o Describe the district’s plan for coordination of state, federal, and local funds for
summer remediation.
Communication between the classroom teacher and any supporting teachers shall occur
on a regular basis during the school year. The remedial education funds shall be used to
supplement state and local funds used for instructional materials and personnel.
o Describe the district’s plan for documenting evidence of achievement/growth of
students who are participating in summer remediation.
An evaluation plan will include both the educational process used in the remedial program
and the improvement shown by students in their identified deficient skills on state mandated
assessments. Students will be considered remediated if they demonstrate academic
progress in core subject areas and/or meet proficiency standard on a test administered by
the schools similar to state mandated assessment.
The evaluation plan shall include specific documentation showing:
1. Student performance by means of district approved curriculum aligned to state
standards depending on appropriate grade level;
2. Coordination with other programs;
3. Instruction in the deficient skills as evidenced by teachers’ lesson plans;
4. Staff development as indicated by attendance, agendas, handouts, and evaluations
of in-service sessions;
5. Input from school principals, assistant principals, and teachers.
►EOC
Remediation
o Describe the EOC remediation provided for students. Include the following:
o
Program Description
46
o Student selection criteria
Students eligible for remediation include those who have failed any of the required
content areas of the End of Course exam.
o Pupil/Teacher ratio
The maximum pupil teacher ratio will be 20 to 1.
o Instructional time
Fall and spring remediation will provide 10 hours of remediation in each content area
two weeks prior to the retest. Summer remediation will provide required hours of
remediation in English language arts and math, science and social studies.
o Selection criteria for teachers and/or paraprofessionals
Teachers and/or paraprofessionals will apply for positions in the EOC, or remediation
program. Instruction will be provided by highly qualified teachers and/or
paraprofessionals, unless the district exhausts the pool of qualified applicants.
o Materials and methodology to be used
The curriculum used for remediation is commercially produced as adopted from the
State Department of Education materials provided. Appropriate instructional materials
are available at all schools. All curricula and materials will be appropriate for the
objectives that will be covered on the state examination as identified in the state
approved content standards.
o Program type – Examples: remediation courses, after-school tutoring, Saturday
tutoring, summer school, other: List all that apply
After-school and Saturday remediation classes will immediately precede the fall and spring
retake test date. Students will attend four 2.5 hour sessions prior to taking the test in each
content area. Multiple centrally located schools will be utilized to facilitate ease of
attendance for students. If students have problems reaching the designated remediation
centers, arrangements will be made to assist them in attending. Students unable to attend
after-hours remediation will receive appropriate assistance during the school day from
their regular classroom teachers. Summer remediation will be provided in multiple
locations throughout the district. Instruction will be provided in English language arts and
math, science and social studies. Transportation will be provided. Documentation of
individual student remediation will be kept on file in the East Baton Rouge Parish School
Board Office.
o Documentation of students’ and parents’ refusal to accept remediation
 If a parent of student refuses to participate in the remedial programs
offered, a letter will be requested from them and placed on file as
47
documentation. The refusal form will be kept on file in the student’s
cum folder.
o Plan for coordination of state, federal, and local funds for remediation
 The salary requirements/facility utilization/printing expenditures will
be assumed by the local school system working with local/federal
funds.
o Evaluation plan for documenting evidence of achievement/growth of students
An evaluation plan will include both the educational process used in the remedial
program and the improvement shown by students in their identified deficient GEOC
skills.
The evaluation plan shall include specific documentation showing:
1.
2.
3.
4.
Student performance by means of state standards
Coordination with other programs
Instruction in the deficient skills as evidenced by teachers’ lesson plans
Staff development as indicated by attendance, agendas, handouts, and
evaluations of in-service sessions
5. Input from school principals, assistant principals, and teachers
VIII.
Alternative Schools/Programs/Settings
A. Definition
1. Alternative schools/programs serve students who are not succeeding in the traditional
educational setting and offer a venue which aids in preventing these students from
dropping out of school. Alternative schools/programs provide educational and other
services to students who have a variety of behavioral and other needs which cannot be
met adequately in a traditional school setting. (Refer to Bulletin 741 §2903 and Bulletin
131: Louisiana Alternative Education Standards)
►List the written policies for all alternatives to regular placements.
Alternatives to regular placements are established to address the needs of all students in
meeting the state mandates for promotion. The district follows policies outlined in Bulletin
741 §2903 and Bulletin 131: Louisiana Alternative Education Standards for alternatives
to regular placements. Students enrolled in alternatives to regular placements are
governed by the same policies as all other students in the district.
►Give a brief description of each approved alternative school/program/setting operating
in the LEA, including the entrance and promotion criteria.
Elementary Discipline Centers
The elementary discipline centers provides alternative placement for students whose
behavior requires removal from the home-based school setting. The staffing includes one
certified teacher and one certified aide.
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The centers provide instruction for students in grades K-5 who commit zero tolerance
offenses and/or students who require short-term (1-9 days) or long term/expulsion as
determined by a hearing officer. An ESS student shall not be placed at a discipline center
more than ten (10) cumulative days. The elementary center is located at Eden Park
Superintendent Academy located at North Acadian Thruway.
Middle School and High School Discipline Centers
The middle and high school discipline center provides alternative placement for students
whose behavior requires removal from the home-based school setting. The centers provide
instruction for students in grades 6-12 who commit discipline offenses and require a shortterm suspension (2-9 days).
Middle and High School centers are as follows: Bogan Walk Center, Christa McAuliffe
Center, EBR Readiness Center, and, Rosenwald Center.
.
East Baton Rouge Readiness Superintendent Academy (EBR Readiness)
The program for suspended or expelled students in grades 6-12 is located in EBR Readiness
Superintendent Academy on Staring Lane. It is an approved high school and middle school
serving students who have committed discipline offenses resulting in long- term suspension
(10-20 days) or expulsion. The mission of the EBR Readiness Superintendent Academy is
to educate suspended/expelled middle and high school students from throughout the parish.
Students are eligible to earn grades and Carnegie units.
Northdale Magnet Superintendent Academy
Northdale Magnet Superintendent Academy is the first academic alternative high school in
Louisiana. Since 1986, this unique educational setting has served students from throughout
East Baton Rouge Parish who are seeking a second opportunity to earn a high school diploma
via a technology-integrated approach to learning. Students must complete the same
coursework and pass the same high stakes tests as students in all of the traditional Louisiana
public schools. Interested students (and their families) must apply and go through an
application and interview process. The Northdale Review Committee determines eligibility
based on criteria of at-risk characteristics that include low academic performance, poor
attendance and low self-esteem. Based on this process, students are then placed at
Northdale.
This nationally acclaimed dropout prevention/dropout recovery high school meets the needs
of its 150 students in grades 7-12 by offering a holistic approach to learning. The school’s
focus includes the social, emotional and educational deficiencies of its high risk student
population. Northdale Magnet Superintendent Academy provides an alternative approach to
learning for students who are at risk of dropping out, or have dropped out and are seeking a
high school diploma.
Arlington Preparatory Academy
This program is located at the Arlington Preparatory Academy. It is a high school program
for at-risk 9th-12th grade students who are not successful in their current setting. The mission
of the Arlington Preparatory Academy is to provide a small, non-traditional learning
environment for at risk 9th-12th grade students who are at risk for dropping out of school.
49
Students are placed in the program when the referring school makes a request to a review
committee that determines eligibility. Parental consent is required for students to attend.
Baton Rouge Juvenile Services – Detention Center
This program for juvenile offenders is located in the Juvenile Court Building. It is a fifty-two
(52) bed lock-up facility for regular and special education students ages 10-17. The City
Parish Government operates the center; however, the East Baton Rouge Parish School
System provides the educational services. Students are placed at this facility as a result of
court proceedings. The duration of the students’ stay varies with the offense.
Hospital/Homebound Program
This is an educational program for students – regular or exceptional – having a medical
illness that substantially limits their ability to attend school. The School Building Level
Committee (SBLC) or the Individualized Educational Plan (IEP) committee must meet to
decide the need, services and accommodations for these students before a homebound
teacher is assigned
Superintendent’s Academy
Students who are two or three years older than their peers are eligible for the
Superintendent’s Academy of schools that will be located in various parts of the district. To
be admitted to the Superintendent’s Academy, a student in grades 4-12 must display
signs of being at risk of dropping out of school.
Identification markers may include the following:
1. Students who are three years behind grade level as determined by age on September
30th of that school year.
2. Students two years behind (if space is available) will be considered subsequently.
3. Students with excessive absentees/tardies from school due to illness, frequent moves,
extenuating circumstances, parents or independent living arrangements.
4. Students with academic deficiencies or performance below assessed skills levels.
5. Students needing small group instruction or non-traditional teaching and individual
learning plans.
6. Students without severe discipline problems.
7. Students who are targeted for participation in the middle schools range in age from
twelve to sixteen years of age and are enrolled in schools that are considered traditional;
subsequently their needs are not being met.
8. Students who are one or more grade levels behind and have failed previously required
LEAP (or state mandated assessments) at least once.
9. Students in grades 4-12 who are seriously challenged and are at risk of dropping out of
school
The middle and high school curriculum will embrace the academic skills traditionally taught
in basic course work of ELA, mathematics, science, social studies and physical education,
vocational skills and social skills through a blended learning approach.
50
Students may be promoted within the school year provided they show progress on
benchmark assessments, attendance, discipline and with teacher/counselor and
administrative recommendation. This can be accomplished through the SBLC process.
►Describe the LEA’s procedures for placement in adult education programs.
The East Baton Rouge School System is committed to providing an academic
education program to adults to help them upgrade their skills in reading, mathematics, and
language that could result in obtaining a Louisiana High School Equivalency Diploma. In
addition, the East Baton Rouge Adult Education Program is committed to providing basic
skills remediation and enrichment help to adults possessing a high school education who
are in need of these services. (Bulletin 741, Rev. June 2000)
Criteria for Selection
The adult programs are provided for persons eighteen (18) years of age or older or
sixteen (16) or seventeen (17) years of age with an approved Louisiana Community
and Technical College System (LCTCS) Waiver Request.
Program Format
a. The students enrolled in the adult academic program will not address the Louisiana
Minimum Competency Standards.
b. There are 12 adult-learning centers strategically located within the parish.
c. The eligible student may enter, enroll, and exit the program at any time during the
calendar year.
d. The student attends the learning center when it is convenient for him/her.
(Exceptions apply for 16 and 17 year old students.)
e. The adult learning center concept subscribes to individualized instruction based
upon the student’s needs, and permits the student to establish a learning pace
commensurate with ability and rate of attendance. Small group instruction and
managed enrollment classes are also available.
f. To qualify for the High School Equivalency Test (HiSET), an individual shall be 19
years of age or above. Individuals 18 years of age and 16 or 17years of age with
an approved age waiver may qualify for the HiSET Test by taking the official Half
Length Practice Test and scoring a minimum of 8 on each part with an average of
45.
g. Individuals who achieve a standard score of 8 or above on the five (5) parts of the
HiSET Test and an average of 45 on total battery are awarded a Louisiana High
School Equivalency Diploma.
IX. Other Policies and Procedures
A. Policies on Due Process
1. Due process procedures for teachers, students, and parents shall be specified in each
local Pupil Progression Plan as related to student placement. The local school system
must ensure that these procedures do not contradict the due process rights of students
with disabilities, as defined in the IDEA-Part B.
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►Describe the LEA’s policies on due process procedures for teachers, students and
parents as related to student placement for the following:
o Regular education students
o Students with disabilities
o Section 504 students
Procedures for Review of Educational Placements
Due Process is used when a parent or a member of the School Building Level
committee disagrees with consensus of the SBLC.
A parent, teacher or student of legal age who questions the SBLC determination of
educational placement for the student should contact the principal. The placement and
the reasons for that placement should be thoroughly explained to the person who
appeals. In addition, each evaluation procedure, test, record, report, or other relevant
factor used as a basis for the proposed placement decision made for the student, that
party has the right to request in writing a hearing on this issue. The written request
must be made within the ten (10) working days of the conference with the principal and
shall be mailed or delivered to the principal to forward this written request for review to
the Superintendent’s designee who shall conduct the hearing and serve as hearing
officer.
The hearing shall be held within the ten (10) working days of the receipt by the school
principal of the request for review, at a time that is convenient to both the parents and
the school personnel. Upon mutual consent, this time period may be extended.
The parents and the school personnel have the right to ask questions of persons who
make presentations to the hearing officer at the hearing.
At the conclusion of this hearing, the hearing officer shall not render a decision
immediately, but shall instead adjourn the hearing and tell all parties that they will
receive from him/her a written decision at a later date. Within ten (10) working days
after the conclusion of the hearing, the hearing officer shall render this written decision.
The written decision shall be sent by certified mail to the parent and shall include, at
least the following information:






The name, school, and grade level of the student involved
The educational placement proposed by the SBLC
The educational placement sought by the parents
The determination made by the hearing officer of the appropriate educational
placement
The basis for the determination for that appropriate placement
If applicable, the parents’ right to ask for review of the decision and the steps
involved therein.
If the parents are not satisfied with the decision of the hearing officer, they may write
to the Superintendent of Schools, East Baton Rouge Parish School System, 1050
52
South Foster Drive, Baton Rouge, LA 70806, and request that the decision be
reviewed. The written request must be mailed or delivered to the superintendent within
ten (10) working days following receipt by the parents of the decision of the hearing
officer.
Within ten (10) working days following this meeting, the superintendent or a designee
shall render a written decision. The written decision shall be sent by certified mail to
the parents and shall include, at least, the following information.




The name, school, and grade level of the student involved
The determination made by the hearing officer of the appropriate educational
placement of the student
The decision of the superintendent or designee on whether the determination made
by the hearing officer should be allowed to stand, should be changed, or whether a
new hearing should be conducted in order to consider matters not considered in
the original hearing
The basis for that decision.
A copy of this decision should also be delivered to the school principal and/or the
Superintendent’s designee who served as a hearing officer but need not be sent by
certified mail.
The decision of the superintendent or a designee on this appeal of educational
placement shall be final.
Prior to and during any stage of this review procedure, the parents shall have the right
to inspect and review all records with the respect to the educational placement of their
child. The custodian of these records may charge a fee for copies of said records that
are made for the parents, if the fee does not effectively prevent the parents from
exercising their right to inspect and review these records. (Regulations that apply:
P.L.93-380 (Buckley Amendment) Section 10 of this Plan – Policies on Records and
Reports.)
The principal or the teacher who disagrees with the SBLC determination has the same
rights of due process and should follow the same procedures.
During the pending stage of this review procedure, the student shall be placed in the
educational setting determined by the SBLC.
Regarding state mandated assessments, the district, through its superintendent, may
apply for an appeal on behalf of individual students, provided the certain criteria are
met as stated in state mandated assessment guidelines and high stakes testing policy.
In the case of a student with a disability or exceptionality, the due process procedures
must be consistent with those described in Regulations for Implementation of the
Children with Exceptionalities Act (R.S. 17:1941 et seq.).
Due process procedures for qualified students with disabilities must be consistent with
those defined in Section 504 of the Rehabilitation Act of 1973.
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SECTION III
LOCAL POLICIES
The Pupil Progression Plan is the comprehensive plan developed and adopted
by each LEA. The plan is based on student performance on the Louisiana
Educational Assessment Program and is aligned to state laws and BESE
policies. Add any local pupil placement and progression policies in this
section (e.g. grading policies).
A. Policies on Records and Reports shall be aligned to Bulletin 741. Section §703. Student
Records referenced below:
B. Each school shall keep records for the registration and attendance of students and shall
maintain an up-to-date permanent cumulative record of individual students showing
personal data and progress through school.
1. Student cumulative records shall continually be updated and, when applicable, contain
the following:
a) name, gender, social security number or a state-assigned identification number, date
of admission, and date of birth;
b) name and address of parents, legal guardian, and/or next of kin;
c) language or means of communication, spoken or understood;
d) a cumulative record of the student's progress through the curriculum;
e) health history;
f) student grades;
g) attendance records;
h) results of vision and hearing screening;
i) all immunizations given in accordance with the requirements of the Office of Public
Health (OPH), Louisiana Department of Health and Hospitals (DHH) recorded on a
cumulative health record;
j) scores on statewide assessments and scores on local testing programs and
screening instruments necessary to document the local criteria for promotion;
k) information (or reasons) for student placement, including promotion, retention, and/or
remediation and acceleration;
l) information on the outcome of student participation in remedial and alternative
programs; and
m) a copy of the letter informing the parent of either the placement of the student in or
the removal of the student from a remedial education program.
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2. The following are applicable to students eligible under IDEA or section 504:
records of parent/teacher conferences prior to referral to pupil appraisal;
results of all educational screening information;
educational interventions and their results;
multi-disciplinary evaluation reports;
a copy of the IEP, including least restrictive environment justification;
a copy of the individualized accommodation program (IAP);
a copy of the parent's written consent for the student to be moved from an alternative
to a regular placement program;
h. documentation of contact with school building level committee prior to referral to pupil
appraisal;
i. access sheet for special education confidentiality.
a.
b.
c.
d.
e.
f.
g.
C. Each teacher shall be provided with a recording system in which the roster of each class
taught shall be maintained and on which all data used to determine student progress shall
be recorded.
D. Student records shall be reviewed regularly, and results shall be used for instructional
planning, student counseling, and placement.
Additional Local Policy includes the following:
1. The local school system shall maintain permanent records of each student’s placement,
K-12. Each record shall be maintained as a part of the student’s cumulative file.
2. Student records for the purposes of these Guidelines shall include the following:








Course grades;
Scores on the Louisiana Educational Assessment Program and/or state mandated
assessments;
Scores on local testing programs and screening instruments necessary to document
the local criteria for promotion;
Information (or reason) for student placement (See definition of placement.);
Documentation of results of student participation in remedial and alternative
programs;
Special education documents, as specified in the approved IDEA-Part B, LEA
application;
A copy of the letter informing the parent of either the placement of the student in or
the removal of the student from a remedial program; and
A statement regarding written notification to the parent concerning retention and due
process procedures. (Bulletin 741 §703)
Additional local policies that relate to the maintenance of records and reports that affect student
promotion and/or retention are as follows:
Parents and guardians are guaranteed the right to inspect their children’s school records and
correct any errors through formal and informal hearings. These parental rights are transferred
to students at age 18. Parental request must be granted within five (5) working days. Parents
also will be given a copy of any records they request, and in addition, schools must respond
55
to requests by parents to interpret or explain items in students’ files. Social workers, school
nurses, and other persons with “legitimate educational interest” in a child will be allowed to
view and use the student’s records. Dissemination of information contained in a student’s file
requires that parents must give written permission before a school can release information to
outsiders who must present a picture ID.
A student may gain access to his/her own records by submitting a request in writing from
his/her parents that the student is allowed to examine it without a parent being present. This
request should be submitted to the school counselor. Within five (5) working days from
receiving the information request, the school must make available for inspection the
information requested, and such inspection shall take place in the presence of qualified school
personnel.
When a student transfers to another school (outside the system), the receiving school will be
afforded copies of the student’s records upon request.
Records Available to Parents upon Request:
a. Cumulative folder
b. Test data card
c. Immunization Records
d. Report card
e. Evaluation report
f. Records maintained in connection with East Baton Rouge Pupil
Progression Plan.
g. Disciplinary records maintained by each school separate from other
educational records of a student and for that school year only
h. Review of Disciplinary Action Form for identified exceptional students
i. Individual Educational Program Placement/Instructional Document (IEP)
j. LEAP and other state mandated assessment records
k. Parent Remediation Refusal Form
l. 504 Records
m. Individual student’s grades and attendance reports
Procedure for Challenging Contents of Records:
Upon review of a student’s record(s), parents have the opportunity to request a hearing to ask
for correction or deletion of any information in the file. The school principal or an appropriate
designee will conduct the hearing(s).
At the hearing, parents will be given a “full and fair” opportunity to present their case and
relevant evidence. The final decision will be delivered to the parents in writing within five (5)
days subsequent the hearing. Parents who are dissatisfied with the hearing or the result of
the hearing at the school level may appeal to the superintendent, through the administrative
channels of the Office of Civil Rights, and if dissatisfied with decisions rendered by these
agencies, seek redress through the appropriate court system.
Transfer of Student Records: The forwarding of records including special education and
eligible 504 records within the parish is mandatory and cannot be held for nonpayment of
library fines, lunch fee, etc.
56
The forwarding or 504 records is required to enable receiving schools to maintain necessary
accommodation plans. All requests for Special Education records from out of the parish shall
be channeled through the East Baton Rouge Parish Special Education Department. The East
Baton Rouge Parish Special Education Department will be responsible for the forwarding of
Special Education Records for students, currently or formerly served after receiving written
parental permission. Discipline records for the current school year should be forwarded to
the receiving school when a student transfers. Disciplinary documents are not to be housed
in the cumulative folder.
Maintenance of Records and Reports: The following records and reports must be maintained
for each student.










Course grades
Scores on the Louisiana Educational Assessment Program
Scores on local testing programs and the screening instrument necessary to document
the local criteria for promotion and screening outlined in Act 1120
Information (or reasons) for student placement (see definition of placement)
Information on the outcome of student participating in remedial and alternative programs
Special Education documents as specified in the approved Individuals with Disabilities
Education Act (IDEA)
A copy of the letter informing the parent of either the placement of the student in or the
removal of the student from a remedial program on file
A copy of the parent’s written consent for either the placement of the student in or the
removal of the student from alternative to regular placement on file
Documentation of the parent/guardian’s having been informed in writing of the decision
to retain a student and of the system’s due process procedures relating to placement
procedures (as defined in the system’s Pupil Progression Plan)
Documentation of SBLC procedures and actions regarding qualified students with
disabilities under Section 504 of the Rehabilitation Act of 1973
Policies on Cumulative Records: These policies must be followed when recording,
requesting, and sending student information:
Cumulative File
a. East Baton Rouge Parish Schools shall maintain permanent records of each
student’s placement, K-12. Each record shall be kept as part of the student’s
cumulative file. Handwritten information should be entered in black ink, unless
otherwise indicated. Information should be current and legible.
b. Record Cards
1)
2)
3)
Grades K-5 and new elementary students, a green folded FAMILY DATA,
SPECIAL PROGRAM, and TEST INFORMATION card. MOI #(500-2206350)
Grades 6-8 and new middle school students, a white SCHOLASTIC &
TEST RECORD card. MOI # (500-22-6360)
Grades 9-12 and new high school students, a pink SCHOLASTIC & TEST
RECORD card. MOI # (500-220-6370)
57
Contents of Cumulative Records
a. Student Identification Number on outside of Cumulative Folder
b. EBRPSS Student Registration and Data Verification Form (see Home Language
Survey questions)
c. Family Information and Test Record Card. The Scholastic and Test Record Card
must be completed prior to sending it to the receiving school
d. LEAP (state mandated assessment) scores and remediation records
e. Students Health Record must be complete and kept up to date. See
Immunization Policy
f. Progress reports for elementary level and grade labels for middle and high school
showing course grades for each student
g. Elementary Parent-teacher Conference Records (to be retained until the first
reporting period of the following year; discard prior to entrance in middle school)
h. Middle School Parent-Teacher Conference Records (should be removed from the
cum folder prior to the beginning of the next school year)
i. 504 Records
j. Special Education documents
k. Individual Graduation Plan
l. A signed copy of the Parent Notification letter informing parents of ESL and
Sheltered Instructional services provided for identified LEP students.
m. A copy of the letter informing parents of the placement of a student in a remedial
program, such as Language!
n. A statement regarding written notification to parents concerning retention and due
process procedures.
o. Homeless documentation
Requesting Records from Other Schools in East Baton Rouge Parish at the
beginning of the School Year:
a. Pre-K through 4th grade records shall be sent upon receiving written
requests to the requesting school within five (5) working days.
Records from 5th through 12th Grades
The feeder school list is obtained from Information Systems
1)
2)
3)
4)
Records may not be requested or sent until ten days after school opens of
the current year. SPECIAL EDUCATION/504 RECORDS shall be sent
during the summer when requested for scheduling purposes. If Special
Education records or 504 records have not been requested before school
begins, these records must be requested within the first 5 school days and
received before the 10th school day.
One red line should be marked through the names of students who have
not attended the first ten (10) days of school.
Names of the students whose names were not printed on the feeder list
of the school attended last year should be added.
Regular record request forms for students from schools other than feeder
schools should be used.
b. Feeder school must be sent a dated copy of the corrected feeder list form. (#2
and #3 of step a).
58
c. A dated copy of the feeder list as submitted by the schools is to be kept at the
school.
Sending Cumulative Records at the Beginning of the School Year:
a. Cum records for students whose names appear (without a red line) on the list
by the requesting school should be collected.
b. If a record is NOT available and the student:


DID NOT ATTEND the previous year, a note should be made on a Data
Processing printout request.
DID ATTEND the previous year, a cum record with the student’s name
and SID number must be made. A note must be placed inside the folder
as to why no information is available
c. A copy of the feeder list must be signed by the person sending the
records along with the cum records to the school requesting them.
Sending Cumulative Records at Other Times during the Year:
a. Schedules should be planned so that record requests are honored weekly.
b. A list of records, the date they were sent, and the school, to which they were
sent, should be kept.
The regular record forms for students who enter school after the original feeder
school lists have been sent to the appropriate schools are to be used.
B.
Admission of International Exchange Program Students
This policy applies to international exchange program students from other countries that are
sponsored by approved foreign exchange agencies.
a. Agency requirements
 Foreign exchange agencies must be registered with the district, must be listed by the
Council for Standards on International Education Travel, and must be approved by the
U.S. Department of State to qualify for J-1 Visas. (Visa must be from an Approved
Exchange Student Organization that can issue J-1 Visas)
The contract used by the sponsoring agency between sponsor and student must be on file and
approved by the Superintendent or his designee.
 The sponsoring agency must have a local representative who resides within 50 miles of
East Baton Rouge Parish, and who is available to meet with school personnel, the
student, and the host family.
b. Student requirements



The exchange student must reside with a legal resident of East Baton Rouge Parish.
The student must possess a J-1 visa.
As of September 1 of the program year, the student must meet junior placement status.
59




The student must not have received a high school diploma or its equivalent from his/her
home school.
The student must have a cumulative grade point average of 2.0 or above for the
previous two years of study.
As required by the International Exchange Agencies, the student must have sufficient
knowledge of the English language to produce effective oral and written
communication, to use instructional materials and textbooks printed in English, and to
function in the regular education program without special services such as Special
Education or English as a Second Language. A letter of recommendation from an
English/language teacher endorsing the student’s proficiency in English must be
included in the application materials.
An official transcript from the student’s home school must be sent to and received by
the assigned East Baton Rouge Parish high school by August 1 of the student’s
attendance year in order to determine placement.
1) Student’s will be placed in grades according to Carnegie unit totals as indicated in
EBR Parish Pupil Progression Plan.
2) Students must meet all state and local requirements for graduation per Bulletin 741.
§2317. High Schools- E.)
a. All exchange students must schedule English III (which includes the study of
American Literature), American History, and Civics. .
b. By August 1 of the attending year, the student must present the following
documents to the attending school with a request to attend school in East Baton
Rouge Parish:






J-1 visa
Health and immunization records
Evidence of health and accident insurance for duration of stay
The name, address, and phone numbers of the student’s own
parents/guardians, the host family, and the local exchange program
representative
Two character references from the home school
A notarized temporary custody agreement between the exchange student’s
parents/guardian and the host family
c. Suspensions, Revocation, or Dismissal
Exchange organizations, host families, and/or exchange students found in noncompliance with the above policy of the East Baton Rouge Parish School Board
are subject to having their relationship with the district terminated. Exchange
students are subject to the same discipline policies to which regular students
must adhere.
EBRPSS policy regarding International Exchange Program Students shall be in
accordance with Title 22: Foreign Relations: PART 62—EXCHANGE VISITOR
PROGRAM.
60
C. Homeless Program
The McKinney-Vento Act states that children and youth who lack “a fixed, regular, and
adequate nighttime residence” will be considered homeless. 42 U.S.C. §11434A(2)(A). The
mission of the Stewart B. McKinney-Vento Education for Homeless Children and Youth
Program is to develop and maintain a comprehensive education program by coordinating
resources and services for homeless individuals residing in any temporary living
arrangements because of the lack of a fixed, regular, and adequate residence and to foster a
climate wherein each homeless individual is positively received and neither stigmatized nor
isolated.
The McKinney-Vento Act requires schools to identify and remove all barriers to enrollment
and retention in school for children and youth in homeless situations. 42
U.S.C.§§11432(g)(1)(I), (g)(7). Zero tolerance rules for absenteeism can be such barriers,
particularly when they result in class failures, exclusion from school, or court involvement.
Frequently, students in homeless situations will miss school due to their living situations.
Absences caused by homelessness must not be counted against students, as this would
create a barrier to enrollment and retention in school.
D. Dyslexia Program
Students in general education who have been identified as “having characteristics of dyslexia”
will receive instruction, a minimum of 150-minutes per week, in a specific Multisensory
Structured Language Program
Upon request, the School Building Level Committee (SBLC) will gather data about the student
demonstrating such characteristics and establish a profile of the total child from the standpoint
of school and home to assess student for characteristics of dyslexia. An assessment plan shall
be developed by the committee and documentation of the assessment plan, instructional
interventions and strategies and subsequent activities shall be maintained in the student's
cumulative records.
Students in general education who have been identified as “having characteristics of dyslexia”
will receive instruction, a minimum of 150-minutes per week, in a specific Multisensory
Structured Language Program:




Regular class placement with Multisensory Structured Language Programming
Out-of-class placement in a Multisensory Structured Language Programming
Individual or small group instruction in Multisensory Structured Language Programming
A combination of these options or any additional arrangements that may be developed by
the committee.
The following Instructional Methodology for Students with Characteristics of Dyslexia (Delivery of
Instructional Content) may be implemented, and teachers shall be appropriately trained
according to the criteria of the structured language programming.


Direct Instruction: an instructional approach that involves direct student-teacher interaction
and diagnostic teaching
Simultaneous Multisensory: an instructional approach that uses a simultaneous
Combination of internal learning pathways—visual, auditory, kinesthetic, and tactile—to
achieve proficiency in language processing.
61





Synthetic to Analytic Phonics: an instructional approach that teaches students the sounds
of letters first and then combines or blends these sounds to crest words. (Analytic phonics
uses prior knowledge of letters and their corresponding sounds to decode and form new
words. Synthetic phonics teaches students the sounds of the letter first and then combines
or blends these sounds to create words).
Systemic Delivery: an instructional approach in which material is organized and taught in
a way that is logical and fits the nature of our language. It refers to the way sounds combine
to form words and words combine to form sentences to represent knowledge. The ways
are determined by a system of rules.
Sequential Delivery: an instructional approach, in which the learner moves step by step,
in order, from simple, well-learned material to that which is more complex, as he or she
masters the necessary body of language skills.
Cumulative Delivery: an instructional approach in which teaching is planned to meet the
different needs of learners who are similar to each other, but no two exactly alike.
Automaticity of Performance: the fluent processing of information that requires little effort
or attention as sight word recognition. Adequate practice with decodable text must be
provided for mastery of skills and application of concepts.
If these reading and language difficulties substantially limit the learning process, students may
be entitled to procedural safeguards under Section 504 of the Rehabilitation Act of 1973.
These students may be eligible to receive classroom and testing accommodations and/or
modifications in accordance with their Individualized Accommodation Plan (IAP). In addition,
students exhibiting characteristics of dyslexia, who meet the criteria of “Specific Learning
Disability” according to Bulletin 1508, Pupil Appraisal Handbook, may be served under special
education. Accommodations and modifications will be addressed on the student’s
Individualized Education Plan (IEP).
E. Transfer Policies for Students with Disabilities
1. The district will follow the procedures described in Bulletin 1706: Regulations for the
Implementation of the Children with Exceptionalities Act for enrollment of a transferring
student with disabilities.
a. IEPs for Students who Transfer from Public Agencies in the Same State. If a student
with a disability (who had an IEP that was in effect in a previous public agency within
Louisiana) transfers to a new public agency within Louisiana, and enrolls in a new
school within the same school year, the new public agency (in consultation with the
parents) shall provide a Free Appropriate Public Education (FAPE) to the student
(including services comparable to those described in the student's IEP from the
previous public agency), until the new public agency either: 1) adopts the student's
IEP from the previous public agency; or 2) develops, adopts, and implements a new
IEP that meets the applicable requirements in §320 through §324. (Note: refer to
Bulletin 1706 §323)
b. IEPs for Students who Transfer from Another State. If a student with a disability (who
had an IEP that was in effect in a previous public agency in another state) transfers
to a public agency in Louisiana, and enrolls in a new school within the same school
62
year, the new public agency (in consultation with the parents) shall provide the
student with FAPE (including services comparable to those described in the student's
IEP from the previous public agency), until the new public agency: 1) conducts an
evaluation pursuant to §305 through §307 (if determined to be necessary by the new
public agency); and 2) develops, adopts, and implements a new IEP, if appropriate,
that meets the applicable requirements in §320 through §324. (Note: refer to Bulletin
1706 §323)
c. The Interim IEP shall be developed for students who have severe or low incidence
impairments documented by a qualified professional concurrent with the conduct of
an initial evaluation according to Bulletin 1508, Pupil Appraisal Handbook. In
addition: 1) An interim IEP may also be developed for students who have been
receiving special educational services in another state concurrent with the conduct of
an initial evaluation; and 2) An interim IEP may also be developed concurrent with
the conduct of an initial evaluation for a student out-of-school, including students
ages three through five, who are suspected of having a disability and for former
special education students, through the age of twenty-two, who have left a public
school without completing their public education by obtaining a state diploma. (Note:
refer to Bulletin 1530 §111)
Procedures for Interim IEPs.
The department of Exceptional Student Service must be contacted when a student
entering East Baton Rouge from an approved non-public or out of state school system
claims to determine eligibility for special education services.
63
APPENDIX A
Definition of Terms


A list of state terms as outlined in the Guidelines.
A list of terms used in the local plan. (Terms must be clearly defined; they will be used as
the basis for interpretation of the components of the local plan.)
A. State Terms
1.
Acceleration-advancement of a pupil at a rate faster than usual in or from a given grade or course.
This may include "gifted student" as identified according to Bulletin 1508.
2.
Alternate Assessment-the substitute way of gathering information on the performance and progress
of students with disabilities who do not participate in typical state assessments.
3.
Alternative to Regular Placement-placement of students in programs not required to address the
State Content Standards.
4.
Content Standards-statements of what we expect students to know and be able to do in various
content areas.
5.
LEAP Summer Remediation Program-the summer school program offered by the LEA for the
specific purpose of preparing students to pass the LEAP summer retest in English language arts, or
mathematics.
6.
Louisiana Educational Assessment Program (LEAP)-the state's testing program that
includes the grades 3, 5, 6, 7 and 9 Louisiana Norm-referenced Testing Program; the grades 4 and 8
Criterion-referenced Testing Program including English language arts, mathematics, social studies and
science and the Graduation Exit Examination (English language arts, mathematics, written composition,
science and social studies).
7.
Promotion-a pupil's placement from a lower to a higher grade based on local and state criteria
contained in these Guidelines.
8.
Pupil Progression Plan-"The comprehensive plan developed and adopted by each parish or city
school board which shall be based on student performance on the Louisiana Educational Assessment
Program with goals and objectives which are compatible with the Louisiana competency-based education
program and which supplement standards approved by the State Board of Elementary and Secondary
Education (SBESE). A Pupil Progression Plan shall require the student's proficiency on certain test as
determined by SBESE before he or she can be recommended for promotion."
9.
Regular Placement-the assignment of students to classes, grades, or programs based on a set of
criteria established in the Pupil Progression Plan. Placement includes promotion, retention, remediation,
and acceleration.
10.
Remedial Programs-programs designed to assist students including students with disabilities and
Non/Limited English Proficient (LEP) students, to overcome educational deficits identified through the
Louisiana Education Assessment Program and other local criteria.
11.
Remediation-see Remedial Programs.
12.
Retention-non-promotion of a pupil from a lower to a higher grade.
64
B. Local Terms
1.
Academically Able – A student who maintains a grade of “C” or above
on grade level standards according to adopted textbooks and state
curriculum guides in the content area in question. Indicators could
include grade from the progress report, and standardized test scores.
2.
Advanced Placement – A program sponsored by the College Board and
Educational Testing Services to provide courses for academically able
students, that offers greater opportunities for individual progress and
accomplishment. Students who score 3 or above on Advanced Placement
examinations may receive college credit for AP courses taken while they are still in
secondary school.
3.
BESE – Board of Elementary and Secondary Education
4.
Bulletin 741 – Louisiana Handbook for School Administrators containing
regulations used in the administration of elementary, secondary, and adult
education programs.
5.
Carnegie Unit – Unit earned based on the successful completion of a
High school level coursework in grades 9 – 12.
6.
Credit – Term that means the same as Carnegie Unit
7.
Criterion Referenced Test (CRT) – A summary test designed to measure how well a
student meets the criteria of specific skills.
8.
EBRPSS-East Baton Rouge Parish School System
9.
ESS-Exceptional Student Services
11.
Early College Admissions Program – A college program through which superior
high school students that have completed their junior year in high school may be
allowed to enroll in regular college classes.
12.
Grade Level or Above – A student who has exhibited proficiency on grade level
competencies with respect to a skill as indicated according
to adopted textbooks and comprehensive curriculum and/ or common core state
standards as grade appropriate. Indicators could include grades from progress
reports, test scores, and state mandated test results.
13.
GED (General Education Development Test) (also referred to as HiSet) – A
national test which high school persons who want to receive a high school equivalency
diploma may take.
14.
Individualized Educational Program (IEP) – A written program, which
65
sets forth the approach, which will be taken to ensure that the child will be
provided an appropriate, free public education.
15.
LEA– Local education agency (East Baton Rouge Parish School
Board)
16.
PPP – Pupil Progression Plan
17.
Proficiency Exam – An examination that will test the mastery of the
performance objectives in the state curriculum guide for a particular
subject. Credit shall be granted on a pass (proficient) basis only.
18.
Pupil Appraisal Handbook – A bulletin published by the State Department
of Education, which defines the criteria for all exceptionalities recognized by
the state of Louisiana.
19.
Quality Points – Numerical value assigned to the letter grades earned by
students when they successfully earn a credit or unit. Usually A=4, B=3,
C=2, D=1, F=0.
20.
Student’s Permanent Cumulative Record – The official record of the
student’s work year by year throughout his/her school life, K-12.
System Level Committee – A committee composed of the School
Building Level Committee, appropriate central office administrator, a member of the
PPP Committee of Educators representing the Instructional Services Team and a
representative of Special Education, Bilingual, or other departments when applicable.
The committee considers extraordinary cases in which the PPP policy is deemed not
in the best interest of the student.
21.
22.
TASC – Truancy Assessment and Service Center
23.
Weighted Credit/Weighted Quality Points – Numerical value assigned
to the letter grades “A”, “B”, or “C” earned by a student in honors, gifted,
and Advanced Placement Courses. Quality points are issued as follows:
A=5, B=4, C=3, D=1, F=0
66
APPENDIX B
Part XXXIX. Bulletin 1566―Pupil Progression Policies and Procedures
Chapter 1.
§101.
§103.
Chapter 3.
§301.
§303.
§305.
Chapter 5.
§501.
§503.
§505.
§507.
§509.
§511.
§513.
§515.
Chapter 7.
§701.
§703.
§705.
§707.
Chapter 9.
Purpose.................................................................................................................................... 69
Foreword..................................................................................................................................... 69
Preface ........................................................................................................................................ 69
General Procedure for Development; Approval and Revision of a Pupil Progression Plan ... 69
Development of a Local Plan ..................................................................................................... 69
Adoption Procedures .................................................................................................................. 70
Submission Process .................................................................................................................... 70
Placement Policies―General Requirements .......................................................................... 70
State Requirements ..................................................................................................................... 70
Regular Placement ...................................................................................................................... 71
Other Placement Requirements .................................................................................................. 72
Records and Reports ................................................................................................................... 72
Local Options ............................................................................................................................. 72
Legislative Guidelines ................................................................................................................ 73
Local Testing Programs .............................................................................................................. 73
Policies on Due Process.............................................................................................................. 73
High Stakes Testing Policy ..................................................................................................... 73
Promotion Standard .................................................................................................................... 73
Retention..................................................................................................................................... 73
Supports for Students ................................................................................................................. 74
Exceptions to High Stakes Policy............................................................................................... 74
Regulations for the Implementation of Remedial Education Programs Related
to the LEAP ............................................................................................................................ 76
§901. Preface ........................................................................................................................................ 76
§903. Legal Authorization .................................................................................................................... 76
§905. Definition and Purpose ............................................................................................................... 76
§907. Responsibilities of BESE ........................................................................................................... 77
§909. State Funding of Remedial Education Programs ........................................................................ 77
§911. Criteria for State Approval ......................................................................................................... 77
§913. Local Program Development and Evaluation............................................................................. 78
§915. State Department of Education Responsibilities ........................................................................ 79
Chapter 11.
Appendix A ......................................................................................................................... 79
§1101.
Definition of Terms ................................................................................................................ 79
67
Title 28
EDUCATION
Part XXXIX. Bulletin 1566―Pupil Progression Policies and Procedures
Editor's Note: Bulletin 1566 was promulgated in LR 6:144
(April 1980), amended LR 11:685 (July 1985) and LR 16:766
(September 1990), promulgated LR 19:1417 (November 1993),
amended LR 24:2081 (November 1998). Historical notes will
reflect activity on individual Sections from November 1999
forward.
4. the provision of information for accurate analysis of
the costs associated with public educational programs;
Chapter 1. Purpose
6. the annual assessment of students based on state
content standards.
§101.
Foreword
A. This publication represents a forward step in the
implementation of a vital component of the Louisiana
Competency-Based Education Program. These policies and
procedures represent a cooperative effort of offices in the
Louisiana Department of Education (DOE), and educators
from across the state.
B. The DOE will continue to provide leadership and
assistance to school systems in an effort to attain a public
system of education that makes the opportunity to learn
available to all students on equal terms.
AUTHORITY NOTE: Promulgated in accordance with R.S.
17.7; R.S. 17:24.4.
HISTORICAL NOTE: Promulgated by the Board of Elementary
and Secondary Education, LR 25:2169 (November 1999), amended
LR 33:2061 (October 2007), 36:2001 (September 2010).
§103.
Preface
A. "The goal of the public educational system is to
provide learning environments and experiences, at all stages
of human development, that are humane, just and designed to
promote excellence in order that every individual may be
afforded an equal opportunity to achieve his full potential"
(Preamble to Article VIII, Louisiana Constitution). This goal
statement from the Constitution suggests that public
elementary and secondary education is only a part of a
continuum of services that should be available to assist each
individual to identify and reach his/her own educational or
training goals as quickly and effectively as possible.
B. The amendment and enactment of the Louisiana
Competency-Based Education Program, Act 750, (R.S.
17:24.4) by the Louisiana State Legislature in Regular
Session during the summer of 1997, was the result of an everincreasing demand by Louisiana's taxpayers for a better
accounting of their educational dollars. This far-reaching
statute called for:
1. the establishment of a program for shared
educational accountability in the public educational system of
Louisiana;
2. the provision for a uniform system of evaluation of
the performance of school personnel;
3.
5. the provision of information for an analysis of the
effectiveness of instructional programs; and
C. The Louisiana Competency-Based Program is based
on the premise that the program must provide options to
accommodate the many different learning styles of its
students. Every effort is being made to tailor the curriculum
to the needs of the individual student, including the student
with special instructional needs who subsequently needs
curricular alternatives. Such a practice enhances the
probability of success, since the student is provided with an
instructional program compatible with his individual learning
styles as well as with his needs.
D. The Louisiana State Legislature in Regular Session
during the summer of 1997 amended and reenacted R.S.
17:24.4(F) and (G)(1), relative to the Louisiana CompetencyBased Education Program, to require proficiency on certain
tests as determined by the state Board of Elementary and
Secondary Education (BESE) for student promotion and to
provide guidance relative to the content of pupil progression
plans.
E. The amended Sections relate state content standards
adopted for mathematics, English language arts, science, and
social studies, to the Louisiana Educational Assessment
Program (LEAP), and to the comprehensive pupil progression
plans of each of the local educational agencies.
17.7; R.S. 17:24.4.
LR 33:2061 (October 2007), LR 36:2001 (September 2010).
Chapter 3. General Procedure for
Development; Approval and Revision
of a Pupil Progression Plan
§301.
Development of a Local Plan
A. Committee of Educators
1. The state Board of Elementary and Secondary
Education (BESE) and the DOE require assurances that the
local education agency (LEA) Supervisors of Elementary and
Secondary Education, Special Education, Career and
Technical Education, Adult Education, Title I, teachers and
principals and other individuals deemed appropriate by the
the attainment of established goals for education;
69
local Superintendent are included in the development of the
parish pupil progression plan.
B. Committee of Parents
1. A committee representing the parents of the school
district shall be appointed by each city and parish school
board. Procedures shall be established whereby this
committee shall be informed of the development of the pupil
progression plan. Opportunities shall be provided for parents
to have input into the development of the local plan.
2. Due process and equal protection considerations
require the local board to include on the parent committee
representatives of various disability groups, racial,
socio-economic, and ethnic groups from the local district.
3. The local board shall provide staff support to the
parent committee.
C. The LEA shall keep on file a written description of the
method of selection, composition, function and activities of
the local committees.
17.7; R.S. 17:24.4.
LR 36:2002 (September 2010).
§303.
Adoption Procedures
A. Initial Adoption by the Local School Board
1. Meetings of the local committees shall be conducted
within the legal guidelines of Louisiana's Open Meeting Law.
2. The local pupil progression plan shall be adopted at
a public meeting of the local board, notice of which shall be
published pursuant to the Open Meetings Law. It shall be
stated that once the plan has been adopted and approved, the
policies in the local plan shall be incorporated into the policies
and procedures manual of the local school board.
3. The statements defining the committee-selection
process and the pupil progression plan are public documents
that must be handled within the guidelines of the Public
Records Act.
B. Locally Initiated Interim Revisions
1. LEAs will comply with the same procedure as for
initial adoption by the local school board.
C. State Mandated Interim Revisions
1. School systems will be notified of any policy change
that will affect their currently approved pupil progression plan
within 15 working days after the Notice of Intent is passed by
BESE.
2. LEAs shall develop a procedure for informing the
public of the proposed policy change.
3. After final adoption as a rule by BESE, school
boards shall adopt and incorporate the state mandated policy
changes into their current pupil progression plan within 30
working days after notification of said changes.
17.7; R.S. 17:24.4; R.S. 42:4:2(A)(2); R.S. 44:1-42.
and Secondary Education, LR 25:2170 (November 1999), LR
36:2002 (September 2010).
§305.
Submission Process
A. Upon adoption for submission by the local school
board, the plan along with a formal submission statement
shall be submitted annually to the Office of Student and
School Performance. Documentation of input in the plans
development by educators and parents as well as public notice
prior to local board approval and locally-initiated revisions
(including dates and locations) must be submitted.
1. Interim
mandated.
revisions:
locally-initiated
and
state-
a. Resubmission of the local board approved pages
is made to the DOE.
b. Signatures of the local school board president and
superintendent are required.
c. The revisions are incorporated into the pupil
progression plan at both the local and state level.
2. BESE shall certify that the plan includes the
requirements for students promoted to high school in the
career diploma pathway.
17.7; R.S. 17:24.4.
LR 27:188 (February 2001), LR 27:1517 (September 2001), LR
36:2002 (September 2010).
Chapter 5. Placement
Policies―General Requirements
§501.
State Requirements
A. Each local pupil progression plan shall contain written
policies relative to regular placement and alternatives to
regular placement. Such policies must conform to the
requirements of these policies and procedures.
B. Based upon local school board policy pursuant to these
policies and procedures, each teacher shall, on an
individualized basis, determine promotion or placement of
each student. Local school board policies relative to pupil
progression will apply to students placed in regular education
programs as well as to exceptional students and to students
placed in alternative programs. Placement decisions for
exceptional students must be made in accordance with the
least restrictive environment requirements of state and federal
laws.
C. No school board member, school superintendent,
assistant superintendent, principal, guidance counselor, other
teacher, or other administrative staff members of the school
or the central staff of the parish or city school board shall
attempt, directly or indirectly, to influence, alter, or otherwise
affect the grade received by a student from his/her teacher.
70
17.7; R.S. 17:24.4; R.S. 17:414.2.
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;
§503.
e. the decision to place a student in the transitional
ninth grade or to retain a student in the eighth grade shall be
made by the school in which the student is enrolled in the
eighth grade, in consultation with the student’s parents;
Regular Placement
A. Promotion―Grades K-12
1. Promotion from one grade to another for regular
students and students with disabilities shall be based on the
following statewide evaluative criteria.
a. Each plan shall include the school attendance
requirements.
b. Each plan shall include the course requirements
for promotion by grade levels.
c. Each plan shall include promotion requirements
for LEAP alternate assessment, level 1 (LAA 1) eligible
students aligned to policy contained in this bulletin.
d. Each plan shall include promotion requirements
for students with disabilities aligned to policies included in
Bulletin 1530Louisiana’s IEP Handbook for Students with
Exceptionalities.
e. Each plan shall include other applicable
requirements, including the high stakes policy requirements
for entering students in fifth or ninth grade.
B. Requirements for High School Students
1.
Each plan shall include the following statements,
that:
a. for incoming freshmen prior to 2010-2011, in
addition to completing the required minimum number of 23
Carnegie units of credit as presented by BESE, the students
must pass the required components of the graduation exit
examination (GEE) in order to receive a high school diploma;
b. for incoming freshmen in 2010-2011 and beyond,
in addition to completing the required minimum number of
Carnegie units of credits as presented by BESE, students must
pass the required end-of-course tests to receive a high school
diploma;
f. each LEA shall admit transitional ninth grade
students, subject to any admissions requirements approved by
the school’s governing authority or charter authorizer;
g.
the following shall govern the transitional ninth
grade.
i.
Students placed in the transitional ninth grade
shall participate in the summer remediation program offered
by the LEA and the summer retest.
ii.
After one full year of transitional ninth grade,
students shall be included in the ninth grade graduation cohort
for high school accountability.
iii.
Students enrolled in transitional ninth grade
shall receive remediation in any subjects in which they did not
score at or above proficient, as determined by BESE. A plan
outlining such remediation shall be included in the student’s
individual graduation plan.
iv.
shall have opportunities to take career and technical education
courses and participate in any career training opportunities
included in a high school career pathway developed by a
consortium of LEAs, post-secondary colleges and
universities, and local business and industry, and approved by
the LDE.
v.
shall receive dropout prevention and mentoring services
based on proven strategies to retain and graduate at-risk
students. The LDE shall make available to LEAs a list of
recommended strategies and technical assistance needed to
offer students such services.
C. Retention―Grades K-12
c. beginning with the conclusion of the 2013-2014
school year, any first-time eighth grade student who does not
meet the passing standard set forth in §701 of this bulletin and
any student not eligible for any waiver pursuant to §707 of
this bulletin, after taking the state assessments in spring and
summer, may be placed on a high school campus in
transitional ninth grade;
1. Retention of a student shall be based upon the
student's failure to meet the criteria established by local
boards for promotion and other criteria contained in these
policies and procedures.
d. at the conclusion of the 2014-2015 and 2015-2016
school years, LEAs shall follow the guidelines set forth in
§701.B to determine, based on evidence of student learning,
whether eighth grade students may be promoted to the ninth
grade or placed on a high school campus in transitional ninth
grade. The percentage of an LEA’s eighth graders placed in
transitional ninth grade is expected to remain stable over time.
In the event that the percentage of an LEA’s eighth graders
placed in transitional ninth grade in 2015-2016 exceeds the
a. The local school board shall establish written
policies and procedures for the placement of students who
evidence that they will benefit more from the instructional
program at an advanced grade level.
D. Acceleration
1.
2.
Grades K-8
Grades 9-12
a. The local school board shall follow the policies
and procedures established in Bulletin 741―Louisiana
71
Handbook for School Administrators, and other local
requirements for student acceleration.
E. Transfer Students
1. The local school board shall establish written
policies for the placement of students transferring from all
other systems and home schooling programs (public,
nonpublic, both in and out-of-state, and foreign countries).
a. Effective with the 2000-2001 school year, students
in grades 5 and 9 transferring to the public school system from
any in-state nonpublic school (state approved and
unapproved), any home schooling program or Louisiana
resident transferring from any out-of-state school shall be
required to pass the English language arts and Mathematics
portions of the LEAP placement test.
b. Schools can only make recommendations to
parents regarding student enrollment in kindergarten, since
kindergarten is not mandatory.
17.7 and R.S. 17:24.4.
LR 26:1433 (July 2000), LR 26:1576 (August 2000), LR 27:188
(February 2001), LR 27:1006 (July 2001), LR 27:1682 (October
2001), LR 29:123 (February 2003), LR 30:407 (March 2004), LR
31:1974 (August 2005), LR 31:3103 (December 2005), LR 33:2063
(October 2007), LR 34:2389 (November 2008), LR 36:2003
(September 2010), LR 40:765 (April 2014), LR 40:1332 (July 2014),
LR 40:2533 (December 2014), LR 41:1271 (July 2015).
§505.
Other Placement Requirements
17.7; R.S. 17:24.4.
LR 26:1433 (July 2000), LR 27:189 (February 2001), LR 27:1683
(October 2001), LR 29:123 (February 2003), LR 30:409 (March
2004), LR 33:2063 (October 2007), LR 36:2004 (September 2010).
§507.
Records and Reports
A. LEAs shall maintain permanent records of each
student's placement, K-12. Each record shall be maintained as
a part of the student's cumulative file.
B. Student records for the purposes of these guidelines
shall include:
1.
course grades;
2.
scores on LEAP;
3. scores on local testing programs and screening
instruments necessary to document the local criteria for
promotion;
4. information (or reason) for student placement (see
definition of placement);
5. documentation of results of student participation in
remedial and alternative programs;
6. special education documents as specified in the
approved IDEA-Part B, LEA application;
7. a copy of the letter informing the parent of either the
placement of the student in or the removal of the student from
a remedial program;
A. Progression―Students Participating in LEAP
Alternate Assessment (LAA1) or LEAP Alternate Assessment
Level 2 (LAA2)
8. a statement regarding written notification to parent
concerning retention and due process procedures.
1. Students with disabilities who participate in the
LEAP Alternate Assessments (LAA1 or LAA2) shall have
promotion decisions determined by the School Building Level
Committee.
17.7.
LR 27:189 (February 2001), LR 27:1683 (October 2001), LR
36:2004 (September 2010).
B. Alternative Schools/Programs
1. The local school board may establish alternative
schools/programs/settings which shall respond to particular
educational need(s) of its students.
C. Review of Placement
1. Review of promotion and placement decisions may
be initiated by the local school board, superintendent and/or
parent or guardian.
2. Each local school board may adopt policies whereby
it may review promotion and placement decisions in order to
insure compliance with its local plan.
D. Due Process
1. Due process procedures for teachers, students, and
parents shall be specified in each local pupil progression plan
as related to student placement. The LEA must assure that
these procedures do not contradict the due process rights of
students with disabilities as defined in the IDEA-Part B.
§509.
Local Options
A. In addition to the statewide mandatory criteria for
student placement, local school boards, by written local
policies, may also establish local criteria to be used in
determining student placement. Such criteria shall be
compatible with the statewide criteria established in Chapter
5, §501 and shall be submitted to the LDE as part of the local
pupil progression plan.
B. At the option of local school systems, the plans may
include other factors to be considered in pupil placements.
C. In conjunction with the enumerated legislated policies
and DOE directives, LEAs may include evaluative criteria in
their local pupil progression plans. If other criteria are used,
the pupil progression plan must so specify.
17.7; R.S. 17:24.4.
72
LR 36:2004 (September 2010).
§511.
Legislative Guidelines
A. Local school systems are encouraged to develop local
criterion-referenced testing programs for local assessment
use.
B. Local criteria for K-12 must supplement the content
standards approved by the BESE.
C. Local criteria must be coordinated with statewide
curricular standards for required subjects, to be developed as
part of the competency-based education plan.
AUTHORITY NOTE: Promulgated in accordance with R.S. 17;
R.S. 17:24.4; R.S. 17:391.7(G).
LR 36:2005 (September 2010).
§513.
Local Testing Programs
A. Student scores on local testing programs may be used
as additional criteria for determining pupil progression.
Additional skills may be specified and tested for mastery at
the local level as additional criteria for placement.
B. With reference to pupil placement, the local school
system shall state the name of the instrument and publisher of
other testing and screening programs to be used locally in
grades K-12 for regular and exceptional students.
17.7; R.S. 17:24.4.
LR 36:2005 (September 2010).
§515.
Policies on Due Process
A. Due process procedures for teachers, students, and
parents shall be specified in each local Pupil Progression Plan
as related to student placement. The local school system must
assure that these procedures do not contradict the due process
rights of students with disabilities as defined in the IDEA-Part
B.
17.7.
LR 27:189 (February 2001), LR 27:1683 (October 2001).
Chapter 7. High Stakes Testing
Policy
§701.
Promotion Standard
A. At the conclusion of the 2013-2014 school year, a
student who is a first-time fourth or eighth grader must score
at or above the basic achievement level on the English
language arts or mathematics components of the LEAP and at
or above the approaching basic achievement level on the other
(hereafter referred to as the passing standard) to be promoted
to the fifth or ninth grade, respectively.
1. LEAs may promote any first-time fourth grade
student who did not receive sufficient instruction needed to
achieve the passing standard on the transitional state
assessment, but who has demonstrated readiness for fifth
grade content through evidence of student learning, to the
fifth grade. Each LEA shall include guidance in its local pupil
progression plan outlining the evidence of student learning
used to make such promotion decisions, including but not
limited to performance on classroom assignments or
benchmark assessments.
2. LEAs may promote any first-time eighth grade
student who fails to achieve the passing standard to the
transitional ninth grade, pursuant to requirements set forth in
§503.B.1.c.
B. At the conclusion of the 2014-2015 and 2015-2016
school years, placement decisions for fourth and eighth grade
students shall be made according to local pupil progression
plans, which shall outline the evidence of student learning
used to make promotion decisions. Such evidence shall
include, but not be limited to, performance on classroom
assignments or benchmark assessments.
C. At the conclusion of the 2016-2017 school year and
beyond, a student who is a first-time fourth or eighth grader
must score at or above the proficient achievement level, as
determined by BESE, on the English language arts or
mathematics component of the LEAP and at or above one
achievement level below proficient, as determined by the state
board (hereinafter referred to as the passing standard) to be
promoted to the fifth or ninth grade.
17.7 and R.S. 17:24.4.
and Secondary Education, LR 36:2005 (September 2010), amended
LR 40:765 (April 2014), LR 41:1272 (July 2015).
§703.
Retention
A. The decision to retain a student in the fourth grade
more than once as a result of his/her failure to achieve the
passing standard on the English language arts and
mathematics components of LEAP shall be made by the LEA
in accordance with the local pupil progression plan.
B. Eighth grade students who do not meet the promotion
standard after taking the eighth grade state assessments in
spring and summer may be placed on a high school campus
in the transitional ninth grade.
C. LEAs shall provide a fourth grade transitional program
for students meeting the minimum criteria.
1. The purpose of a fourth grade transitional program
is to provide a class setting to students who have
demonstrated the ability to benefit from a combination of
intensive fourth grade remedial work and fifth grade regular
coursework. Students in the transitional program may be able
to progress to the sixth grade the following year.
2. Minimum criteria for placement into a fourth grade
transitional program:
73
a. the student must score at the approaching
basic/approaching basic achievement level on the English
language arts and mathematics components of LEAP;
b. the student must have met all requirements for
promotion from the fourth grade as outlined in the local pupil
progression plan; and
c. the student must participate in both the summer
remediation program offered by the LEA and the summer
retest.
3. Minimum criteria for promotion to the sixth grade
from a fourth grade transitional program:
a. the student must be provided remediation in the
subject area(s) on which the student scored below basic on
LEAP as well as instruction in the fifth grade curriculum;
b. the student must score a minimum of
basic/approaching basic on English language arts and math
and a minimum of approaching basic/approaching basic on
science and social studies on the fourth grade LEAP; and
c. the student must have met all requirements for
promotion from the fifth grade as outlined in the local pupil
progression plan.
D. A student who has repeated the fourth grade and who
is 12 years old on or before September 30 may be promoted
according to the local pupil progression plan.
17.7 and R.S. 17:24.4.
LR 40:766 (April 2014).
§705.
Supports for Students
A. Remediation
1. LEAs shall offer, at no cost, a minimum of 50 hours
per subject of summer remediation and retest opportunities in
English language arts and mathematics to students who did
not take the spring LEAP tests or who failed to meet the
passing standard. The LEA shall provide transportation to and
from the assigned LEAP remediation summer site(s) from, at
a minimum, a common pick-up point.
2. Students are not required to attend summer
remediation to be eligible for the summer retest.
3. Student with disabilities attending summer
remediation shall receive special supports as needed.
4. Students with disabilities who participate in LEAP
Alternate Assessment, Level 1 (LAA1), are not eligible to
attend the LEAP summer remediation programs.
B. School Year Support
1. A parent/student/school compact that outlines the
responsibilities of each party will be required for students in
grades 3, 4, 7, and 8 who have been determined to be at risk
of failing to achieve the passing standard, as well as for
students who were retained in grades 4 or 8.
2. In order to move students toward grade level
performance, LEAs shall design and implement additional
instructional strategies for students in grades 3, 4, 7, and 8
who have been determined to be at risk of failing to achieve
the passing standard, and for fourth and eighth grade students
being retained. The purpose of the additional instructional
strategies is to move the students to grade-level proficiency
by providing the following:
a. focused instruction in the subject area(s) on which
a student scored at the Approaching Basic and/or
Unsatisfactory level on iLEAP;
b. focused remediation for those fourth and eighth
grade students repeating the grade as a result of failing to
achieve the passing standard in ELA and/or math on the
LEAP;
c. ongoing instruction in the core subject areas using
curricula based on state-level content standards and the gradelevel expectations.
17.7 and R.S. 17:24.4.
LR 40:2533 (December 2014).
§707.
Exceptions to High Stakes Policy
A. Mastery/Advanced Waiver. The LEA may waive the
state policy for students scoring at the Unsatisfactory level in
English language arts or mathematics, if the student scores at
the Mastery or Advanced level in the other, provided that:
1. the decision is made in accordance with the local
pupil progression plan, which may include a referral to the
School Building Level Committee (SBLC);
2. the student has participated in both the spring and
summer administrations of LEAP and has attended the
summer remediation program offered by the LEA (the student
shall participate in the summer retest only on the subject that
he/she scored at the Unsatisfactory level during the spring test
administration); and
3.
parental consent is granted.
B. U/B Waiver—Eighth Grade. The LEA may waive the
state policy for eighth grade students scoring at the
Unsatisfactory level in English language arts or mathematics,
if the student scores at the basic level in the other, provided
that the following criteria are met:
1. the student scored approaching basic or above on the
science and social studies components of LEAP;
2. the student had an overall 2.5 grade point average on
a 4.0 scale;
3. the student had a minimum 92 percent attendance
during the school year;
4. the decision is made in accordance with the local
pupil progression plan, which may include a referral to the
School Building Level Committee (SBLC);
74
5. the student has participated in both the spring and
summer administrations of LEAP and has attended the
summer remediation program offered by the LEA (the student
shall participate in the summer retest only on the subject that
he/she scored at the Unsatisfactory level during the spring test
administration); and
6.
parental consent is granted.
C. AB/AB Waiver—Eighth Grade. After the summer
retest, an LEA, through its superintendent, may consider a
waiver for an eighth grade student who has scored at the
Approaching Basic level on both the English language arts
and mathematics components of LEAP. The LEA may grant
the waiver in accordance with the local pupil progression plan
provided the following criteria are met.
1. The student has attended the LEAP summer
remediation program offered by the LEA, and has taken the
summer retest of the component(s) (English language arts
and/or mathematics) on which the student scored
Approaching Basic or below on the spring test.
D. Twenty Point Appeal—Fourth Grade. After the
summer retest, an LEA, through its superintendent, may
consider granting a waiver on behalf of individual students,
provided that all of the following criteria have been met.
1. The student's highest score in English language arts
and/or mathematics on either the spring or summer LEAP
must fall within 20 scaled score points of the cutoff score for
Basic.
2. The student shall have a 3.0 grade point average on
a 4.0 scale in the subject(s) for which the appeal is being
considered.
3. The student must have attended the LEAP summer
remediation program and have taken the LEAP retest.
4. The student must have met state-mandated
attendance regulations during the regular school year and any
locally mandated regulations during the summer remediation
program
5. The principal and the SBLC must review student
work samples and attest that the student exhibits the ability to
perform at or above the Basic achievement level in the subject
for which the appeal is being considered.
E. LEP Waiver. Limited English Proficient (LEP)
students shall participate in statewide assessment. The SBLC
shall be granted the authority to waive the state's grade
promotion policy for a LEP student. A LEP student who was
granted a waiver at the fourth grade level is ineligible for a
waiver at the eighth grade level.
F.
Extenuating Circumstances Waiver
1. An LEA, through its superintendent, may grant a
waiver on behalf of individual students who are unable to
participate in LEAP testing or unable to attend LEAP summer
remediation because of one or more of the following
extenuating circumstances as verified through appropriate
documentation:
a. a physical illness or injury that is acute or
catastrophic in nature;
b.
a chronic physical condition that is in an acute
c.
court-ordered custody issues.
phase;
2.
Documentation
a. Physical Illness―appropriate documentation
must include verification that the student is under the medical
care of a licensed physician for illness, injury, or a chronic
physical condition that is acute or catastrophic in nature.
Documentation must include a statement verifying that the
illness, injury, or chronic physical condition exists to the
extent that the student is unable to participate in testing and/or
remediation.
b. Custody Issues―certified copies of the courtordered custody agreements must be submitted to the LEA at
least 10 school days prior to summer remediation or retesting.
3.
Student Eligibility/Retest Requirements
a. Students who meet the criteria for extenuating
circumstances under the physical illness, chronic physical
condition, or court-ordered custody category related to LEAP;
and
b. who are unable to participate in both the spring
and the summer administration of LEAP; or
c. who failed to achieve the passing standard on the
spring administration of LEAP English language arts and
mathematics tests and are unable to participate in LEAP
summer retest:
i.
shall take the Iowa Tests for grade placement
within 10 school days of returning to school, which may
include hospital/homebound instruction, in order to ensure the
appropriate level of instruction;
ii.
must score at or above the cutoff score on the
selected form of the Iowa Tests for grade placement to be
promoted to the fifth or ninth grade; and
iii.
are not eligible for a retest. These students may
be eligible for the other waivers in accordance with the local
pupil progression plan;
d. students who meet the criteria for extenuating
circumstances under the physical illness, chronic physical
condition, or court-ordered custody category related to LEAP;
and
e. who are unable to participate in the spring testing
and/or summer remediation, including the provision of
remediation through hospital/home-bound instruction, are
required to take the LEAP summer retest. These students may
be eligible for the other waivers in accordance with the local
pupil progression plan.
G. State-Granted Waiver
1. A local school superintendent, a parent or guardian,
or the DOE may initiate a request for a state-granted waiver
75
from the State Superintendent of Education on behalf of
individual students who are not eligible for promotion
because of LEA error or other unique situations not covered
under extenuating circumstances.
2. The DOE will provide a report to BESE detailing
state-granted waivers.
3.
Documentation
a. LEA Error―the LEA superintendent or parent
must provide the State Superintendent of Education with
school- and student-level documentation detailing the error,
how the error occurred, and how the error will be corrected so
that it will not occur again in the future.
b. Other Unique Situations―documentation must be
provided to the State Superintendent of Education detailing
the unique situation and justifying why a waiver should be
granted.
4.
Testing/Promotion Decisions
a. The DOE will communicate to the LEAs the
means for establishing promotional decisions for those
students who have received a state-granted waiver.
H. Students with Disabilities
1. Students with disabilities eligible under the
Individuals with Disabilities Education Act (IDEA)
participating in LEAP Alternate Assessment, Level 1 (LAA1)
or LEAP Alternate Assessment, Level 2 (LAA2), shall have
promotion decisions determined by the SBLC.
17.7; R.S. 17:24.4.
LR 40:2242 (November 2014).
Chapter 9. Regulations for the
Implementation of Remedial
Education Programs Related to the
LEAP
§901.
Preface
A. The regulations for remedial education programs
approved by BESE provide for the development of local
remedial education programs by local education agencies.
B. The DOE shall recommend for approval by the BESE
only those local remedial education plans in compliance with
these regulations.
17.7; R.S. 17:24.4.
§903.
Legal Authorization
A. R.S. 17:24.4(G) provides that those students who fail
to meet required proficiency levels on the state administered
criterion-referenced LEAP tests shall receive remedial
education programs that comply with regulations adopted by
BESE.
B. R.S. 17:394-400 is the established legislation for the
remedial education programs.
17.7; R.S. 17:24.4; R.S. 17:394-400.
LR 36:2007 (September 2010).
§905.
Definition and Purpose
A. Definition
Remedial Education Programs―local programs
designed to assist students, including identified students with
disabilities, to overcome their educational deficits identified
as a result of the state's criterion-referenced testing program
for grades 4 and 8 and the GEE.
B. Purpose
1. The purpose of the Louisiana Remedial Education
Act is to provide supplemental funds for the delivery of
supplemental remedial instruction adapted for those eligible
students in the elementary and secondary schools of this state
as set forth in the city and parish school board pupil
progression plans. A program of remedial education shall be
put into place by LEAs following regulations adopted by the
DOE and approved by BESE pursuant to R.S. 17:24.4. All
eligible students shall be provided with appropriate remedial
instruction.
2. The intent of remedial educational programs is to
improve student achievement in the grade appropriate skills
identified as deficient on the state's criterion-referenced
testing program for grades 4 and 8 and the GEE.
3. Beginning in the summer of 2006, remediation in the
form of summer school shall be provided to both fourth and
eighth grade students who score at the Approaching Basic or
Unsatisfactory level on the LEAP English language arts
and/or mathematics tests. Summer remediation shall consist
of a minimum of 50 hours of instruction per subject.4.
Remediation shall be provided to students who score
at the Unsatisfactory level on the LEAP science and social
studies tests.
5. Remediation is recommended for fourth and eighth
grade students who score at the Approaching Basic level on
the LEAP science or social studies tests.
6. Beyond the goal of student achievement in grade
appropriate skills, additional goals are to give students a sense
of success, to prevent alienation from school, and to prevent
their early departure from school.
17.7; R.S. 17:24.4; R.S. 17:395; R.S. 17:396; R.S. 17:397.
LR 28:1189 (June 2002), LR 30:409 (March 2004), LR 31:1975
(August 2005), LR 33:2063 (October 2007), LR 36:2007 (September
2010).
76
§907.
Responsibilities of BESE
A BESE shall perform the following functions in relation
to the remedial education program:
1. approve as a part of the Pupil Progression Policies
and Procedures (Bulletin 1566) the regulations for
development of local remedial education programs designed
to meet student deficiencies as identified through LEAP in
English language arts, written composition, mathematics,
social studies and science for the GEE and English language
arts, mathematics, science and social studies for LEAP;
2. approve remedial education programs submitted by
LEAs as a part of their local pupil progression plan;
3. approve qualifications/certification requirements for
remedial education teachers;
4. receive from the DOE an annual evaluation report on
local remedial education programs that meet the requirements
of R.S. 17:400(B);
5. approve the evaluation criteria developed by the
DOE for determining the effectiveness of remedial education
programs.
17.7; R.S. 17:24.4; R.S. 17:398; R.S. 17:399; R.S. 17:400.
§909.
State Funding of Remedial Education Programs
A. Remedial education funds shall be appropriated
annually within the Minimum Foundation Program (MFP)
formula.
B. State remedial education funds shall be distributed to
the parish and city school boards according to the distribution
process outlined within the Minimum Foundation Program.
C. State funds for the remedial education program shall
not be used to supplant other state, local, or federal funds
being used for the education of such students. A plan for
coordination of all state, local and federal funds for
remediation must be developed by each LEA.
D. The use of state remedial education funds shall not
result in a decrease in the use for educationally deprived
children of state, local, or federal funds which, in the absence
of funds under the remedial education program, have been
made available for the education of such students.
E. For funding purposes, a student receiving remediation
in English language arts, mathematics, social studies and/or
science, shall be counted for each area in which remediation
is needed for the GEE and for English language arts and
mathematics for LEAP.
F. Students in the remedial education program are also
included in the student membership count for MFP funding
purposes.
G. The remedial education program shall be coordinated
with locally funded and/or federally funded remedial
education programs, but shall remain as a separate remedial
program.
H. If the DOE determines through its monitoring authority
that an LEA is not actually providing the type of remedial
education program that was approved through its pupil
progression plan or is not complying with state evaluation
regulations, the DOE shall recommend appropriate action
until such time as it is determined that the LEA is in
compliance with its approved pupil progression plan and with
state evaluation regulations.
I. The state and local funds expended in the program
shall be included in the instructional parameters for each city
or parish school board.
17.7; R.S. 17:24.4; R.S. 17:398; R.S. 17:399.
§911.
Criteria for State Approval
A. Student Eligibility
1. Any public elementary or secondary student,
including a student with a disability participating in LEAP
who does not meet the performance standards established by
the DOE and approved by BESE, as measured by the state
criterion-referenced tests, shall be provided remedial
education.
2. The failure of students with disabilities to achieve
performance standards on the state criterion-referenced tests
does not qualify such students for special education extended
school year programs.
B. Teacher Qualifications
1. Remedial teachers shall possess the appropriate
certification/qualifications as required by BESE.
2. LEAs may employ an instructional paraprofessional
under the immediate supervision of a regularly certified
teacher to assist with the remediation. Paraprofessionals must
have all of the following qualifications:
a.
must be at least 20 years of age;
b. must possess a high school diploma or its
equivalent; and
c. must have taken a nationally validated
achievement test and scored such as to demonstrate a level of
achievement equivalent to the normal achievement level of a
tenth grade student.
3. LEAs may employ educators already employed as
regular or special education teachers to provide remedial
instruction. These educators may receive additional
compensation for remedial instruction, provided the services
are performed in addition to their regular duties.
C. Program Requirements
1.
Student Profile
77
a. The Remedial Education Student Profile for the
LEAP GEE, provided by the DOE shall be used by the LEA
for providing remediation for each eligible student.
2.
Coordination with Other Programs
a. The school system shall assure that coordination
and communication occur on a regular basis among all who
provide instruction for a student receiving remedial
instruction.
3.
Instruction
a. For the GEE, remediation shall be provided in
English language arts, mathematics, science, and social
studies. Students shall be offered 50 hours of remediation
each school year in each content area they do not pass.
b. Beginning in the summer of 2006, remediation in
the form of summer school shall be provided to both fourth
and eighth grade students who score at the Approaching Basic
or Unsatisfactory level on the LEAP English language arts
and/or mathematics tests. Summer remediation shall consist
of a minimum of 50 hours of instruction per subject.
c. Remediation shall be provided to students who
score at the Unsatisfactory level on the LEAP science, and
social studies tests.
d. Remediation is recommended for fourth and
eighth grade students who score at the Approaching Basic
level on the LEAP science or social studies tests.
e. Instruction shall include but not be limited to the
philosophy, the methods, and the materials included in the
Louisiana Comprehensive Curriculum or local curricula that
are based upon Louisiana content standards in mathematics,
English language arts, science and social studies.
f. Remedial methods and materials shall supplement
and reinforce those methods and materials used in the regular
program.
g. Each student achieving mastery criteria shall
continue receiving instruction for maintenance of grade
appropriate skills. The amount of instruction shall be based
upon student need.
D. Student Assessment
1. The LEAs shall develop, as part of their pupil
progression plans, mastery criteria based on the Louisiana
content Standards, Grade-Level Expectations (GLEs), and
local curricula based on these standards and GLEs.
2. For the GEE these mastery criteria shall be used in
determining the extent of student achievement in those grade
appropriate skills in English language arts, written
composition, mathematics, social studies, and/or science in
which he/she was found deficient.
3. For LEAP, these mastery criteria shall be used in
determining the extent of student achievement in those grade
appropriate skills in English language arts, mathematics,
science and social studies.
4. LEAs shall describe the methods used to measure
student achievement of these criteria.
17.7; R.S. 17:24.4; R.S. 17:395; R.S. 17:397; R.S. 17:398.
LR 27:189 (February 2001), LR 30:409 (March 2004), LR 31:1975
(August 2005), LR 33:2064 (October 2007), LR 36:2008 (September
2010).
§913.
Local Program Development and Evaluation
A. Each LEA shall develop annually a remedial education
program as part of its pupil progression plan, which complies
with the established regulations adopted by the DOE and
approved by BESE pursuant to R.S. 17.24.4.
B. The remedial education plan shall describe all remedial
instruction and proposals for program improvement.
Proposals shall include a narrative that shall incorporate the
following:
1.
program objective;
2. student population to be served and the selection
criteria to be used;
3. methodologies, materials, and/or equipment to be
used in meeting the remediation needs;
4.
brief description of the remedial course;
5. plan for coordination of state, federal, and local
funds for remediation;
6. procedure for documenting student's and parent(s)
refusal to accept remediation;
7. evaluation plan encompassing both the educational
process and the growth and achievement evidenced of
students.
C. The remedial program shall be based on performance
objectives related to educational achievement in grade
appropriate skills addressed through the statewide content
standards for required subjects, and shall provide
supplementary services to meet the educational needs of each
participating student.
D. Each LEA shall adhere to the remedial education plan
as stated in its approved pupil progression plan and shall
provide services accordingly.
E. Each LEA shall include within the remedial education
plan a summary of how state, federal, and local funds
allocated for remediation have been coordinated to ensure
effective use of such funds.
F. Each LEA shall maintain a systematic procedure for
identifying students eligible for remedial education.
G. Each LEA shall offer remediation accessible to all
students. Refusal to accept remediation by student and
parent(s) must have written documentation signed by student
and parent(s).
78
H. A list of all students eligible for remediation shall be
maintained at the central office level with individual school
lists maintained at the building level.
I. Each LEA shall participate in the evaluation of the
Remedial Education Program conducted by the DOE.
J.
Evaluation
1. Each LEA shall complete an annual evaluation of its
program, using the approved DOE guidelines, and shall
submit the evaluation report to the State Superintendent by
July 15 of each year. The evaluation plan shall include
specific means to examine and document:
a.
student performance;
b.
coordination with other programs;
c.
instruction.
2. The evaluation shall be conducted as described in the
local evaluation plan.
K. Annually, prior to October 15, each LEA shall report to
the public the results of its efforts to provide a remedial
education program and the results of the monitoring review
submitted by the State Superintendent.
17.7; R.S. 17:24.4; R.S. 17:395; R.S. 17:397; R.S. 17:399; R.S.
17:400.
LR 27:190 (February 2001), LR 36:2009 (September 2010).
§915. State Department of Education Responsibilities
A. The DOE shall be responsible for reviewing plans,
monitoring implementation, and evaluating the remedial
education programs of the LEA.
B. The State Superintendent of Education shall prepare an
annual report for submission to the BESE and the Joint
Committee on Education of the Louisiana Legislature which
shall contain:
1. the number of students participating in remedial
education programs; and
2.
the level of student achievement.
C. The DOE shall provide guidelines for local evaluation
of programs, shall review the local evaluation plans, shall
monitor the implementation of remedial education plans, and
shall receive and approve evaluation reports.
D. Within 60 days of receipt of the evaluation report from
the local school system, the DOE shall submit to each local
school system an analysis of the system's evaluation report
and the DOE’s monitoring results (Board Policy).
E. The DOE shall provide technical assistance to the city
and parish school boards which shall include:
1. assistance with development of the remedial section
of the pupil progression plan;
2.
assistance with staff development;
3.
forms;
assistance with the use of appropriate department
4.
assistance with program implementation; and
5.
assistance with conducting local evaluations.
17.7; R.S. 17:24.4; R.S. 17:400.
LR 36:2010 (September 2010).
Chapter 11. Appendix A
§1101. Definition of Terms
A. As used in this bulletin, the terms shall be defined as
follows.
1.
State Terms
Acceleration―advancement of a pupil at a rate faster
than usual in or from a given grade or course. This may
include "gifted student" as identified according to Bulletin
1508.
Alternate Assessment―the substitute way of gathering
information on the performance and progress of students with
disabilities who do not participate in typical state assessments.
Alternative to Regular Placement―placement of
students in programs not required to address the State Content
Standards.
Content Standards―statements of what we expect
students to know and be able to do in various content areas.
LEAP Summer Remediation Program―the summer
school program offered by the LEA for the specific purpose
of preparing students to pass the LEAP summer retest in
English language arts, or mathematics.
Louisiana
Educational
Assessment
Program
(LEAP)―the state's testing program that includes the grades
3, 5, 6, 7 and 9 Louisiana Norm-referenced Testing Program;
the grades 4 and 8 Criterion-referenced Testing Program
including English language arts, mathematics, social studies
and science and the Graduation Exit Examination (English
language arts, mathematics, written composition, science and
social studies).
Promotion―a pupil's placement from a lower to a
higher grade based on local and state criteria contained in
these Guidelines.
Pupil Progression Plan―the comprehensive plan
developed and adopted by each parish or city school board
which shall be based on student performance on the Louisiana
Educational Assessment Program with goals and objectives
which are compatible with the Louisiana competency-based
education program and which supplement standards approved
by BESE. A pupil progression plan shall require the student's
proficiency on certain test as determined by BESE before he
or she can be recommended for promotion.
Regular Placement―the assignment of students to
classes, grades, or programs based on a set of criteria
79
established in the pupil progression plan. Placement includes
promotion, retention, remediation, and acceleration.
Remedial Programs―programs designed to assist
students including students with disabilities and Non/Limited
English Proficient (LEP) students, to overcome educational
deficits identified through the Louisiana Education
Assessment Program and other local criteria.
Remediation―see remedial programs.
Retention―nonpromotion of a pupil from a lower to a
higher grade.
2.
Local Terms
a. The definition of terms used in a local school
system plan must be clearly defined for use as the basis for
interpretation of the components of the plan.
17.7; R.S. 17:24.4.
LR 27:190 (February 2001), LR 31:1976 (August 2005), LR 33:2064
(October 2007), amended LR 36: 2010 (September 2010).
80
APPENDIX C
Foreign Language Waiver Request
81
82
83
APPENDIX D
Graduation Requirements
84
85
86
87
88
89
90
APPENDIX E
91
EOC Tests Scale Score to Grade Scale Conversion Tables
Students enrolled in a course for which there is an EOC test must take the EOC test (Bulletin 741, Section 2318). The EOC test score shall count as a
percentage of the student’s final grade for the course. The percentage must be between 15 and 30 percent inclusive, and shall be determined by the local
district. The LDOE provides conversion tables to help districts factor the EOC tests scores into final course grades. The following table shows the
relationship among EOC achievement levels, scale scores, grade scale scores based on the uniform grading scale and the corresponding letter grade.
Biology
Geometry
English II
Algebra I
EOC Achievement
Level
Excellent
Good
Fair
Needs Improvement
Excellent
Good
Fair
Needs Improvement
Excellent
Good
Fair
Needs Improvement
Excellent
Good
Fair
US History
English III
Needs Improvement
Excellent
Good
Fair
Needs Improvement
Excellent
Good
Fair
Needs Improvement
EOC
Scale Score
739-800
700-738
668-699
648-667
600-647
739-800
700-738
668-699
639-667
600-638
731-800
700-730
665-699
643-664
600-642
740-800
700-739
661-699
639-660
600-638
741-800
700-740
661-699
642-660
600-641
748-800
700-747
665-699
647-664
600-646
Grade Scale
Score
93-100
85-92
75-84
67-74
0-66
93-100
85-92
75-84
67-74
0-66
93-100
85-92
75-84
67-74
0-66
93-100
85-92
75-84
67-74
0-66
93-100
85-92
75-84
67-74
0-66
93-100
85-92
75-84
67-74
0-66
Grade
A
B
C
D
F
A
B
C
D
F
A
B
C
D
F
A
B
C
D
F
A
B
C
D
F
A
B
C
D
F
The attached tables show the corresponding grade scale score for each EOC scale score. Each EOC test scale score is mapped onto a
92
grade scale score within each of the EOC achievement level ranges. The following is an example of how the conversion tables are used
to calculate the student’s final course grade:
David earned 89% in his Algebra I coursework, and had a scale score of 710 on his Algebra I test which placed him in the Good
achievement level. The EOC tests account for 20% of the final course grade in his district. According to the conversion table for
Algebra I on page 5, his EOC scale score 710 translates into a grade scale score of 87. His final course percentage is 87*0.20 +
89*0.80 = 88.6, which is a B. The EOC tests count for 20% of the final course grade in his district.
93
ALGEBRA I - 93 85 75 67 0
EOC Achievement Level
EOC SCALE SCORE GRADE SCALE SCORE
Excellent
800
100
Excellent
799
100
Excellent
798
100
Excellent
797
100
Excellent
796
100
Excellent
795
99
Excellent
794
99
Excellent
793
99
Excellent
792
99
Excellent
791
99
Excellent
790
99
Excellent
789
99
Excellent
788
99
Excellent
787
99
Excellent
786
98
Excellent
785
98
Excellent
784
98
Excellent
783
98
Excellent
782
98
Excellent
781
98
Excellent
780
98
Excellent
779
98
Excellent
778
97
Excellent
777
97
Excellent
776
97
Excellent
775
97
Excellent
774
97
Excellent
773
97
Excellent
772
97
Excellent
771
97
Excellent
770
97
Excellent
769
96
Excellent
768
96
Excellent
767
96
Excellent
766
96
Excellent
765
96
Excellent
764
96
Excellent
763
96
Excellent
762
96
Excellent
761
96
Excellent
760
95
Excellent
759
95
Excellent
758
95
GRADE
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
94
Excellent
757
95
A
95
ALGEBRA I - 93 85 75 67 0
Excellent
756
95
Excellent
755
95
Excellent
754
95
Excellent
753
95
Excellent
752
94
Excellent
751
94
Excellent
750
94
Excellent
749
94
Excellent
748
94
Excellent
747
94
Excellent
746
94
Excellent
745
94
Excellent
744
94
Excellent
743
93
Excellent
742
93
Excellent
741
93
Excellent
740
93
Excellent
739
93
Good
738
92
Good
737
92
Good
736
92
Good
735
91
Good
734
91
Good
733
91
Good
732
91
Good
731
91
Good
730
91
Good
729
90
Good
728
90
Good
727
90
Good
726
90
Good
725
90
Good
724
89
Good
723
89
Good
722
89
Good
721
89
Good
720
89
Good
719
89
Good
718
88
Good
717
88
Good
716
88
Good
715
88
Good
714
88
GRADE
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
96
Good
713
87
ALGEBRA I - 93 85 75 67 0
Good
712
87
Good
711
87
Good
710
87
Good
709
87
Good
708
86
Good
707
86
Good
706
86
Good
705
86
Good
704
86
Good
703
86
Good
702
85
Good
701
85
Good
700
85
Fair
699
84
Fair
698
84
Fair
697
83
Fair
696
83
Fair
695
83
Fair
694
83
Fair
693
82
Fair
692
82
Fair
691
82
Fair
690
81
Fair
689
81
Fair
688
81
Fair
687
81
Fair
686
80
Fair
685
80
Fair
684
80
Fair
683
79
Fair
682
79
Fair
681
79
Fair
680
78
Fair
679
78
Fair
678
78
Fair
677
78
Fair
676
77
Fair
675
77
Fair
674
77
Fair
673
76
Fair
672
76
Fair
671
76
B
GRADE
B
B
B
B
B
B
B
B
B
B
B
B
B
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
97
Fair
Fair
670
669
76
75
C
C
98
ALGEBRA I - 93 85 75 67 0
Fair
668
75
667
74
Needs Improvement
Needs Improvement
666
74
665
73
Needs Improvement
Needs Improvement
664
73
663
73
Needs Improvement
Needs Improvement
662
72
661
72
Needs Improvement
Needs Improvement
660
71
659
71
Needs Improvement
Needs Improvement
658
71
657
70
Needs Improvement
Needs Improvement
656
70
655
70
Needs Improvement
Needs Improvement
654
69
653
69
Needs Improvement
Needs Improvement
652
68
651
68
Needs Improvement
Needs Improvement
650
68
649
67
Needs Improvement
Needs Improvement
648
67
647
66
Needs Improvement
Needs Improvement
646
65
645
63
Needs Improvement
Needs Improvement
644
62
643
60
Needs Improvement
Needs Improvement
642
59
641
58
Needs Improvement
Needs Improvement
640
56
639
55
Needs Improvement
Needs Improvement
638
53
637
52
Needs Improvement
Needs Improvement
636
51
635
49
Needs Improvement
Needs Improvement
634
48
633
46
Needs Improvement
Needs Improvement
632
45
631
44
Needs Improvement
Needs Improvement
630
42
629
41
Needs Improvement
Needs Improvement
628
39
627
38
Needs Improvement
Needs Improvement
626
37
GRADE
C
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
99
Needs Improvement
625
35
F
100
ALGEBRA I - 93 85 75 67 0
Needs Improvement
624
34
623
32
Needs Improvement
Needs Improvement
622
31
621
29
Needs Improvement
Needs Improvement
620
28
619
27
Needs Improvement
Needs Improvement
618
25
617
24
Needs Improvement
Needs Improvement
616
22
615
21
Needs Improvement
Needs Improvement
614
20
613
18
Needs Improvement
Needs Improvement
612
17
611
15
Needs Improvement
Needs Improvement
610
14
609
13
Needs Improvement
Needs Improvement
608
11
607
10
Needs Improvement
Needs Improvement
606
8
605
7
Needs Improvement
Needs Improvement
604
6
603
4
Needs Improvement
Needs Improvement
602
3
601
1
Needs Improvement
Needs Improvement
600
0
GRADE
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
101
ENGLISH II - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
Excellent
800
100
Excellent
799
100
Excellent
798
100
Excellent
797
100
Excellent
796
100
Excellent
795
99
Excellent
794
99
Excellent
793
99
Excellent
792
99
Excellent
791
99
Excellent
790
99
Excellent
789
99
Excellent
788
99
Excellent
787
99
Excellent
786
98
Excellent
785
98
Excellent
784
98
Excellent
783
98
Excellent
782
98
Excellent
781
98
Excellent
780
98
Excellent
779
98
Excellent
778
97
Excellent
777
97
Excellent
776
97
Excellent
775
97
Excellent
774
97
Excellent
773
97
Excellent
772
97
Excellent
771
97
Excellent
770
97
Excellent
769
96
Excellent
768
96
Excellent
767
96
Excellent
766
96
Excellent
765
96
Excellent
764
96
Excellent
763
96
Excellent
762
96
Excellent
761
96
Excellent
760
95
Excellent
759
95
Excellent
758
95
GRADE
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
102
Excellent
757
95
ENGLISH II - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
Excellent
756
95
Excellent
755
95
Excellent
754
95
Excellent
753
95
Excellent
752
94
Excellent
751
94
Excellent
750
94
Excellent
749
94
Excellent
748
94
Excellent
747
94
Excellent
746
94
Excellent
745
94
Excellent
744
94
Excellent
743
93
Excellent
742
93
Excellent
741
93
Excellent
740
93
Excellent
739
93
Good
738
92
Good
737
92
Good
736
92
Good
735
91
Good
734
91
Good
733
91
Good
732
91
Good
731
91
Good
730
91
Good
729
90
Good
728
90
Good
727
90
Good
726
90
Good
725
90
Good
724
89
Good
723
89
Good
722
89
Good
721
89
Good
720
89
Good
719
89
Good
718
88
Good
717
88
Good
716
88
Good
715
88
A
GRADE
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
103
Good
Good
714
88
713
87
ENGLISH II - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
Good
712
87
Good
711
87
Good
710
87
Good
709
87
Good
708
86
Good
707
86
Good
706
86
Good
705
86
Good
704
86
Good
703
86
Good
702
85
Good
701
85
Good
700
85
Fair
699
84
Fair
698
84
Fair
697
83
Fair
696
83
Fair
695
83
Fair
694
83
Fair
693
82
Fair
692
82
Fair
691
82
Fair
690
81
Fair
689
81
Fair
688
81
Fair
687
81
Fair
686
80
Fair
685
80
Fair
684
80
Fair
683
79
Fair
682
79
Fair
681
79
Fair
680
78
Fair
679
78
Fair
678
78
Fair
677
78
Fair
676
77
Fair
675
77
Fair
674
77
Fair
673
76
Fair
672
76
B
B
GRADE
B
B
B
B
B
B
B
B
B
B
B
B
B
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
104
Fair
Fair
Fair
671
670
669
76
76
75
C
C
C
105
ENGLISH II - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
Fair
668
75
667
74
Needs Improvement
Needs Improvement
666
74
665
74
Needs Improvement
Needs Improvement
664
73
663
73
Needs Improvement
Needs Improvement
662
73
661
73
Needs Improvement
Needs Improvement
660
72
659
72
Needs Improvement
Needs Improvement
658
72
657
72
Needs Improvement
Needs Improvement
656
71
655
71
Needs Improvement
Needs Improvement
654
71
653
71
Needs Improvement
Needs Improvement
652
70
651
70
Needs Improvement
Needs Improvement
650
70
649
70
Needs Improvement
Needs Improvement
648
69
647
69
Needs Improvement
Needs Improvement
646
69
645
69
Needs Improvement
Needs Improvement
644
68
643
68
Needs Improvement
Needs Improvement
642
68
641
68
Needs Improvement
Needs Improvement
640
67
639
67
Needs Improvement
Needs Improvement
638
66
637
64
Needs Improvement
Needs Improvement
636
63
635
61
Needs Improvement
Needs Improvement
634
59
633
57
Needs Improvement
Needs Improvement
632
56
631
54
Needs Improvement
Needs Improvement
630
52
629
50
Needs Improvement
Needs Improvement
628
49
627
47
Needs Improvement
Needs Improvement
626
45
GRADE
C
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
F
F
F
F
F
F
F
F
F
F
F
F
F
106
Needs Improvement
625
43
F
107
ENGLISH II - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
Needs Improvement
624
42
623
40
Needs Improvement
Needs Improvement
622
38
621
36
Needs Improvement
Needs Improvement
620
35
619
33
Needs Improvement
Needs Improvement
618
31
617
30
Needs Improvement
Needs Improvement
616
28
615
26
Needs Improvement
Needs Improvement
614
24
613
23
Needs Improvement
Needs Improvement
612
21
611
19
Needs Improvement
Needs Improvement
610
17
609
16
Needs Improvement
Needs Improvement
608
14
607
12
Needs Improvement
Needs Improvement
606
10
605
9
Needs Improvement
Needs Improvement
604
7
603
5
Needs Improvement
Needs Improvement
602
3
601
2
Needs Improvement
Needs Improvement
600
0
GRADE
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
108
GEOMETRY - 93 85 75 67 0
Excellent
800
100
799
100
Excellent
Excellent
798
100
797
100
Excellent
Excellent
796
100
795
99
Excellent
Excellent
794
99
793
99
Excellent
Excellent
792
99
Excellent
791
99
Excellent
790
99
789
99
Excellent
Excellent
788
99
787
99
Excellent
Excellent
786
99
785
98
Excellent
Excellent
784
98
783
98
Excellent
Excellent
782
98
781
98
Excellent
Excellent
780
98
779
98
Excellent
Excellent
778
98
777
98
Excellent
Excellent
776
98
775
97
Excellent
Excellent
774
97
Excellent
773
97
Excellent
772
97
771
97
Excellent
Excellent
770
97
769
97
Excellent
Excellent
768
97
767
97
Excellent
Excellent
766
97
765
96
Excellent
Excellent
764
96
763
96
Excellent
Excellent
762
96
Excellent
761
96
Excellent
760
96
759
96
Excellent
Excellent
758
96
GRADE
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
109
757
96
GEOMETRY - 93 85 75 67 0
Excellent
756
96
755
95
Excellent
Excellent
754
95
753
95
Excellent
Excellent
752
95
751
95
Excellent
Excellent
750
95
749
95
Excellent
Excellent
748
95
747
95
Excellent
Excellent
746
95
745
94
Excellent
Excellent
744
94
743
94
Excellent
Excellent
742
94
741
94
Excellent
Excellent
740
94
739
94
Excellent
Excellent
738
94
737
94
Excellent
Excellent
736
94
735
93
Excellent
Excellent
734
93
733
93
Excellent
Excellent
732
93
731
93
Excellent
Good
730
92
729
92
Good
Good
728
92
727
91
Good
Good
726
91
725
91
Good
Good
724
91
723
90
Good
Good
722
90
721
90
Good
Good
720
90
719
89
Good
Good
718
89
717
89
Good
Good
716
89
715
89
Good
Excellent
A
GRADE
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
110
Good
Good
714
88
713
88
GEOMETRY - 93 85 75 67 0
Good
712
88
711
88
Good
Good
710
87
709
87
Good
Good
708
87
707
87
Good
Good
706
86
705
86
Good
Good
704
86
703
86
Good
Good
702
85
701
85
Good
Good
700
85
699
84
Fair
Fair
698
84
697
83
Fair
Fair
696
83
695
83
Fair
Fair
694
83
693
82
Fair
Fair
692
82
691
82
Fair
Fair
690
82
689
81
Fair
Fair
688
81
687
81
Fair
Fair
686
81
685
80
Fair
Fair
684
80
683
80
Fair
Fair
682
80
681
79
Fair
Fair
680
79
679
79
Fair
Fair
678
78
677
78
Fair
Fair
676
78
675
78
Fair
Fair
674
77
673
77
Fair
Fair
672
77
B
B
GRADE
B
B
B
B
B
B
B
B
B
B
B
B
B
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
111
Fair
Fair
Fair
671
670
669
77
76
76
C
C
C
112
GEOMETRY - 93 85 75 67 0
Fair
668
76
667
76
Fair
Fair
666
75
665
75
Fair
664
74
Needs Improvement
663
74
Needs Improvement
662
73
Needs Improvement
661
73
Needs Improvement
660
73
Needs Improvement
659
72
Needs Improvement
658
72
Needs Improvement
657
72
Needs Improvement
656
71
Needs Improvement
655
71
Needs Improvement
654
71
Needs Improvement
653
70
Needs Improvement
652
70
Needs Improvement
651
70
Needs Improvement
650
69
Needs Improvement
649
69
Needs Improvement
648
69
Needs Improvement
647
68
Needs Improvement
646
68
Needs Improvement
645
68
Needs Improvement
644
67
Needs Improvement
643
67
Needs Improvement
642
66
Needs Improvement
641
64
Needs Improvement
640
63
Needs Improvement
639
61
Needs Improvement
638
60
Needs Improvement
637
58
Needs Improvement
636
57
Needs Improvement
635
55
Needs Improvement
634
53
Needs Improvement
633
52
Needs Improvement
632
50
Needs Improvement
631
49
Needs Improvement
630
47
Needs Improvement
629
46
Needs Improvement
628
44
Needs Improvement
627
42
Needs Improvement
626
41
Needs Improvement
GRADE
C
C
C
C
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
113
Needs Improvement
625
39
F
114
GEOMETRY - 93 85 75 67 0
624
38
Needs Improvement
623
36
Needs Improvement
622
35
Needs Improvement
621
33
Needs Improvement
620
31
Needs Improvement
619
30
Needs Improvement
618
28
Needs Improvement
617
27
Needs Improvement
616
25
Needs Improvement
615
24
Needs Improvement
614
22
Needs Improvement
613
20
Needs Improvement
612
19
Needs Improvement
611
17
Needs Improvement
610
16
Needs Improvement
609
14
Needs Improvement
608
13
Needs Improvement
607
11
Needs Improvement
606
9
Needs Improvement
605
8
Needs Improvement
604
6
Needs Improvement
603
5
Needs Improvement
602
3
Needs Improvement
601
2
Needs Improvement
600
0
Needs Improvement
GRADE
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
115
BIOLOGY - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
Excellent
800
100
799
100
Excellent
Excellent
798
100
797
100
Excellent
Excellent
796
100
795
99
Excellent
Excellent
794
99
793
99
Excellent
Excellent
792
99
Excellent
791
99
Excellent
790
99
789
99
Excellent
Excellent
788
99
787
98
Excellent
Excellent
786
98
785
98
Excellent
Excellent
784
98
783
98
Excellent
Excellent
782
98
781
98
Excellent
Excellent
780
98
779
98
Excellent
Excellent
778
97
777
97
Excellent
Excellent
776
97
775
97
Excellent
Excellent
774
97
Excellent
773
97
Excellent
772
97
771
97
Excellent
Excellent
770
96
769
96
Excellent
Excellent
768
96
767
96
Excellent
Excellent
766
96
765
96
Excellent
Excellent
764
96
763
96
Excellent
Excellent
762
96
Excellent
761
95
Excellent
760
95
759
95
Excellent
Excellent
758
95
GRADE
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
116
Excellent
757
95
A
117
BIOLOGY - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
Excellent
756
95
755
95
Excellent
Excellent
754
95
753
95
Excellent
Excellent
752
94
751
94
Excellent
Excellent
750
94
749
94
Excellent
Excellent
748
94
747
94
Excellent
Excellent
746
94
745
94
Excellent
Excellent
744
93
743
93
Excellent
Excellent
742
93
741
93
Excellent
Excellent
740
93
739
92
Good
Good
738
92
737
92
Good
Good
736
91
735
91
Good
Good
734
91
733
91
Good
Good
732
91
731
91
Good
Good
730
90
729
90
Good
Good
728
90
727
90
Good
Good
726
90
725
89
Good
Good
724
89
723
89
Good
Good
722
89
721
89
Good
Good
720
89
719
88
Good
Good
718
88
717
88
Good
Good
716
88
715
88
Good
Good
714
88
GRADE
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
118
713
87
BIOLOGY - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
Good
712
87
711
87
Good
Good
710
87
709
87
Good
Good
708
86
707
86
Good
Good
706
86
705
86
Good
Good
704
86
703
86
Good
Good
702
85
701
85
Good
Good
700
85
699
84
Fair
Fair
698
84
697
84
Fair
Fair
696
83
695
83
Fair
Fair
694
83
693
83
Fair
Fair
692
82
691
82
Fair
Fair
690
82
689
82
Fair
Fair
688
81
687
81
Fair
Fair
686
81
685
81
Fair
Fair
684
80
683
80
Fair
Fair
682
80
681
80
Fair
Fair
680
80
679
79
Fair
Fair
678
79
677
79
Fair
Fair
676
79
675
78
Fair
Fair
674
78
673
78
Fair
Fair
672
78
671
77
Fair
Good
B
GRADE
B
B
B
B
B
B
B
B
B
B
B
B
B
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
119
Fair
Fair
670
669
77
77
C
C
120
BIOLOGY - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
Fair
668
77
667
76
Fair
Fair
666
76
665
76
Fair
Fair
664
76
663
75
Fair
Fair
662
75
661
75
Fair
660
74
Needs Improvement
659
74
Needs Improvement
658
73
Needs Improvement
657
73
Needs Improvement
656
73
Needs Improvement
655
72
Needs Improvement
654
72
Needs Improvement
653
72
Needs Improvement
652
71
Needs Improvement
651
71
Needs Improvement
650
71
Needs Improvement
649
70
Needs Improvement
648
70
Needs Improvement
647
70
Needs Improvement
646
69
Needs Improvement
645
69
Needs Improvement
644
69
Needs Improvement
643
68
Needs Improvement
642
68
Needs Improvement
641
68
Needs Improvement
640
67
Needs Improvement
639
67
Needs Improvement
638
66
Needs Improvement
637
64
Needs Improvement
636
63
Needs Improvement
635
61
Needs Improvement
634
59
Needs Improvement
633
57
Needs Improvement
632
56
Needs Improvement
631
54
Needs Improvement
630
52
Needs Improvement
629
50
Needs Improvement
628
49
Needs Improvement
627
47
Needs Improvement
626
45
Needs Improvement
GRADE
C
C
C
C
C
C
C
C
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
F
F
F
F
F
F
F
F
F
F
F
F
F
121
Needs Improvement
625
43
F
122
BIOLOGY - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
624
42
Needs Improvement
623
40
Needs Improvement
622
38
Needs Improvement
621
36
Needs Improvement
620
35
Needs Improvement
619
33
Needs Improvement
618
31
Needs Improvement
617
30
Needs Improvement
616
28
Needs Improvement
615
26
Needs Improvement
614
24
Needs Improvement
613
23
Needs Improvement
612
21
Needs Improvement
611
19
Needs Improvement
610
17
Needs Improvement
609
16
Needs Improvement
608
14
Needs Improvement
607
12
Needs Improvement
606
10
Needs Improvement
605
9
Needs Improvement
604
7
Needs Improvement
603
5
Needs Improvement
602
3
Needs Improvement
601
2
Needs Improvement
600
0
Needs Improvement
GRADE
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
123
ENGLISH III - 93 8575 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
Excellent
800
100
799
100
Excellent
Excellent
798
100
797
100
Excellent
Excellent
796
100
795
99
Excellent
Excellent
794
99
793
99
Excellent
Excellent
792
99
Excellent
791
99
Excellent
790
99
789
99
Excellent
Excellent
788
99
787
98
Excellent
Excellent
786
98
785
98
Excellent
Excellent
784
98
783
98
Excellent
Excellent
782
98
781
98
Excellent
Excellent
780
98
779
98
Excellent
Excellent
778
97
777
97
Excellent
Excellent
776
97
775
97
Excellent
Excellent
774
97
Excellent
773
97
Excellent
772
97
771
97
Excellent
Excellent
770
96
769
96
Excellent
Excellent
768
96
767
96
Excellent
Excellent
766
96
765
96
Excellent
Excellent
764
96
763
96
Excellent
Excellent
762
95
Excellent
761
95
Excellent
760
95
759
95
Excellent
Excellent
758
95
GRADE
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
124
757
95
ENGLISH III - 93 8575 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
Excellent
756
95
755
95
Excellent
Excellent
754
95
753
94
Excellent
Excellent
752
94
751
94
Excellent
Excellent
750
94
749
94
Excellent
Excellent
748
94
747
94
Excellent
Excellent
746
94
745
93
Excellent
Excellent
744
93
743
93
Excellent
Excellent
742
93
741
93
Excellent
Good
740
92
739
92
Good
Good
738
92
737
91
Good
Good
736
91
735
91
Good
Good
734
91
733
91
Good
Good
732
91
731
90
Good
Good
730
90
729
90
Good
Good
728
90
727
90
Good
Good
726
90
725
89
Good
Good
724
89
723
89
Good
Good
722
89
721
89
Good
Good
720
88
719
88
Good
Good
718
88
717
88
Good
Good
716
88
715
88
Good
Excellent
A
GRADE
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
125
Good
Good
714
87
713
87
ENGLISH III - 93 8575 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
Good
712
87
711
87
Good
Good
710
87
709
87
Good
Good
708
86
707
86
Good
Good
706
86
705
86
Good
Good
704
86
Good
703
86
Good
702
85
701
85
Good
Good
700
85
699
84
Fair
Fair
698
84
697
84
Fair
Fair
696
83
695
83
Fair
Fair
694
83
693
83
Fair
Fair
692
82
691
82
Fair
Fair
690
82
689
82
Fair
Fair
688
81
687
81
Fair
Fair
686
81
Fair
685
81
Fair
684
80
683
80
Fair
Fair
682
80
681
80
Fair
Fair
680
80
679
79
Fair
Fair
678
79
677
79
Fair
Fair
676
79
675
78
Fair
Fair
674
78
Fair
673
78
Fair
672
78
B
B
GRADE
B
B
B
B
B
B
B
B
B
B
B
B
B
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
126
Fair
Fair
Fair
671
670
669
77
77
77
C
C
C
127
ENGLISH III - 93 8575 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
Fair
668
77
667
76
Fair
Fair
666
76
665
76
Fair
Fair
664
76
663
75
Fair
Fair
662
75
661
75
Fair
660
74
Needs Improvement
659
74
Needs Improvement
658
73
Needs Improvement
657
73
Needs Improvement
656
72
Needs Improvement
655
72
Needs Improvement
654
72
Needs Improvement
653
71
Needs Improvement
652
71
Needs Improvement
651
71
Needs Improvement
650
70
Needs Improvement
649
70
Needs Improvement
648
69
Needs Improvement
647
69
Needs Improvement
646
69
Needs Improvement
645
68
Needs Improvement
644
68
Needs Improvement
643
67
Needs Improvement
642
67
Needs Improvement
641
66
Needs Improvement
640
64
Needs Improvement
639
63
Needs Improvement
638
61
Needs Improvement
637
60
Needs Improvement
636
58
Needs Improvement
635
56
Needs Improvement
634
55
Needs Improvement
633
53
Needs Improvement
632
52
Needs Improvement
631
50
Needs Improvement
630
48
Needs Improvement
629
47
Needs Improvement
628
45
Needs Improvement
627
43
Needs Improvement
626
42
Needs Improvement
GRADE
C
C
C
C
C
C
C
C
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
128
Needs Improvement
625
40
F
129
ENGLISH III - 93 8575 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
624
39
Needs Improvement
623
37
Needs Improvement
622
35
Needs Improvement
621
34
Needs Improvement
620
32
Needs Improvement
619
31
Needs Improvement
618
29
Needs Improvement
617
27
Needs Improvement
616
26
Needs Improvement
615
24
Needs Improvement
614
23
Needs Improvement
613
21
Needs Improvement
612
19
Needs Improvement
611
18
Needs Improvement
610
16
Needs Improvement
609
14
Needs Improvement
608
13
Needs Improvement
607
11
Needs Improvement
606
10
Needs Improvement
605
8
Needs Improvement
604
6
Needs Improvement
603
5
Needs Improvement
602
3
Needs Improvement
601
2
Needs Improvement
600
0
Needs Improvement
GRADE
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
130
US HISTORY - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
800
100
Excellent
799
100
Excellent
798
100
Excellent
797
100
Excellent
796
99
Excellent
795
99
Excellent
794
99
Excellent
Excellent
793
99
792
99
Excellent
791
99
Excellent
790
99
Excellent
789
99
Excellent
788
98
Excellent
787
98
Excellent
786
98
Excellent
785
98
Excellent
784
98
Excellent
783
98
Excellent
782
98
Excellent
781
97
Excellent
780
97
Excellent
779
97
Excellent
778
97
Excellent
777
97
Excellent
776
97
Excellent
775
97
Excellent
774
97
Excellent
773
96
Excellent
772
96
Excellent
771
96
Excellent
770
96
Excellent
769
96
Excellent
768
96
Excellent
767
96
Excellent
766
95
Excellent
765
95
Excellent
764
95
Excellent
Excellent
763
95
762
95
Excellent
761
95
Excellent
760
95
Excellent
759
94
Excellent
758
94
Excellent
GRADE
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
131
Excellent
757
94
A
132
US HISTORY - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
756
94
Excellent
755
94
Excellent
754
94
Excellent
753
94
Excellent
752
94
Excellent
751
93
Excellent
750
93
Excellent
749
93
Excellent
748
93
Excellent
747
92
Good
746
92
Good
745
92
Good
744
92
Good
743
91
Good
742
91
Good
741
91
Good
740
91
Good
739
91
Good
738
91
Good
737
91
Good
736
90
Good
735
90
Good
734
90
Good
733
90
Good
732
90
Good
731
90
Good
730
89
Good
729
89
Good
728
89
Good
727
89
Good
726
89
Good
725
89
Good
724
89
Good
723
88
Good
722
88
Good
721
88
Good
720
88
Good
719
88
Good
718
88
Good
717
88
Good
716
87
Good
715
87
Good
714
87
Good
GRADE
A
A
A
A
A
A
A
A
A
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
133
713
87
Good
US HISTORY - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
712
87
Good
711
87
Good
710
86
Good
709
86
Good
708
86
Good
707
86
Good
706
86
Good
Good
705
86
704
86
Good
Good
703
85
702
85
Good
701
85
Good
700
85
Good
699
84
Fair
698
84
Fair
697
83
Fair
696
83
Fair
695
83
Fair
694
83
Fair
Fair
693
82
692
82
Fair
691
82
Fair
690
82
Fair
689
81
Fair
688
81
Fair
687
81
Fair
686
81
Fair
685
80
Fair
684
80
Fair
Fair
683
80
682
80
Fair
681
79
Fair
680
79
Fair
679
79
Fair
678
78
Fair
677
78
Fair
676
78
Fair
Fair
675
78
674
77
Fair
Fair
673
77
672
77
Fair
671
77
Fair
B
GRADE
B
B
B
B
B
B
B
B
B
B
B
B
B
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
134
Fair
Fair
670
669
76
76
C
C
135
US HISTORY - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
668
76
Fair
667
76
Fair
666
75
Fair
665
75
Fair
664
74
Needs Improvement
663
74
Needs Improvement
662
73
Needs Improvement
661
73
Needs Improvement
660
72
Needs Improvement
659
72
Needs Improvement
658
72
Needs Improvement
657
71
Needs Improvement
656
71
Needs Improvement
655
70
Needs Improvement
654
70
Needs Improvement
653
69
Needs Improvement
652
69
Needs Improvement
651
69
Needs Improvement
650
68
Needs Improvement
649
68
Needs Improvement
648
67
Needs Improvement
647
67
Needs Improvement
646
66
Needs Improvement
645
65
Needs Improvement
644
63
Needs Improvement
643
62
Needs Improvement
642
60
Needs Improvement
641
59
Needs Improvement
640
57
Needs Improvement
639
56
Needs Improvement
638
55
Needs Improvement
637
53
Needs Improvement
636
52
Needs Improvement
635
50
Needs Improvement
634
49
Needs Improvement
633
47
Needs Improvement
632
46
Needs Improvement
631
44
Needs Improvement
630
43
Needs Improvement
629
42
Needs Improvement
628
40
Needs Improvement
627
39
Needs Improvement
626
37
Needs Improvement
GRADE
C
C
C
C
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
136
Needs Improvement
625
36
F
137
US HISTORY - 93 85 75 67 0
EOC SCALE SCORE
GRADE SCALE SCORE
GRADE
624
34
Needs Improvement
F
623
33
Needs Improvement
F
622
32
Needs Improvement
F
621
30
Needs Improvement
F
620
29
Needs Improvement
F
619
27
Needs Improvement
F
618
26
Needs Improvement
F
617
24
Needs Improvement
F
616
23
Needs Improvement
F
615
22
Needs Improvement
F
614
20
Needs Improvement
F
613
19
Needs Improvement
F
612
17
Needs Improvement
F
611
16
Needs Improvement
F
610
14
Needs Improvement
F
609
13
Needs Improvement
F
608
11
Needs Improvement
F
607
10
Needs Improvement
F
606
9
Needs Improvement
F
605
7
Needs Improvement
F
604
6
Needs Improvement
F
603
4
Needs Improvement
F
602
3
Needs Improvement
F
601
1
Needs Improvement
F
600
0
Needs Improvement
F
138
139
140
141
142
143
144
145

2015-2016 Pupil Progression Plan - East Baton Rouge Parish Schools

Transcription

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