PUPIL PROGRESSION PLAN

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					                        PUPIL PROGRESSION PLAN


                                     for


                      Terrebonne Parish School System



                                2010 - 2011




                                Submitted to

                  Louisiana State Department of Education




                      Mr. Philip Martin, Superintendent


Addendum approved by the Terrebonne Parish School Board pertaining to End-
of-Course Exams (SDE) on October 19, 2010. (See attachments)




                                                             August 17, 2010
                             TERREBONNE PARISH



                          PUPIL PROGRESSION PLAN




The Pupil Progression Plan for the Terrebonne Parish School System was approved by
the Terrebonne Parish School Board on August 17, 2010 after being presented by Mr.
Roosevelt Thomas, Chairman of the Education and Policy Committee, Mrs. Carol W.
Davis, Assistant Superintendent, and Mrs. Kathleen H. Tamplain, Supervisor of
Assessment and Staff Development on August 2, 2010.




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                                                                                             Revised 20010-11

                                          TABLE OF CONTENTS


SECTION I: FORMAL SUBMISSION STATEMENT ............................................. 7
   Development of the Plan/Committees ............................................................. 9

SECTION II: STATEWIDE MANDATORY CRITERIA ...........................................13
   State Mandated Policies

SECTION III: LOCAL OPTIONS ............................................................................22
   School Board Policies Relative to Regular Placement ....................................22
   A. Kindergarten Entrance and Screening .......................................................22
   B. Placement/Promotion - Grades K – 12 .....................................................23
       1. Enrollment Requirements……………………………………………… .....23
              a. Admittance...………………………………………………………….23
              b. Attendance………………………………………………………........26
              c. Home Study…………………………………………………………...26
      2. Kindergarten .........................................................................................28
               a. Placement ..................................................................................28
                b. Curriculum…………………………………………………………...29
                c. Promotion……………………………………………………………30
      3. Grade One ............................................................................................30
             a. Curriculum ...................................................................................30
             b. Testing Program ...........................................................................32
             c. Promotion .....................................................................................33
             d. Review Committee……………………………………………………33
      4. Grade Two ............................................................................................34
              a. Curriculum ...................................................................................34
              b. Testing Program ..........................................................................35
              c. Promotion ....................................................................................36
              d. Review Committee……………………………………………….......36
      5. Grade Three .........................................................................................37
              a. Curriculum ...................................................................................37
               b. Testing Program .........................................................................38
               c. Promotion ...................................................................................39
               d. Review Committee…………………………………………………..39
      6. Grade Four ...........................................................................................40
                a. Curriculum .................................................................................40
                b. Testing Program ........................................................................41
                c. Promotion ..................................................................................42

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             d. Review Committee………………………………………………….42
             e. Appeals Process (LEAP)…………………………………………...44
    7. Grade Five ...........................................................................................46
          a. Curriculum ....................................................................................46
          b. Testing Program ...........................................................................47
          c. Promotion ....................................................................................48
          d. Review Committee .......................................................................48
    8. Grade Six: .............................................................................................49
           a. Curriculum ...................................................................................49
           b. Testing Program ..........................................................................50
           c. Promotion ...................................................................................51
           d. Review Committee ......................................................................51
    9. Grade Seven .........................................................................................52
           a. Curriculum ...................................................................................52
           b. Testing Program ..........................................................................53
           c. Promotion ...................................................................................54
           d. Review Committee ......................................................................54
    10. Grade Eight ..........................................................................................55
           a. Curriculum ...................................................................................55
           b. Testing Program ..........................................................................56
           c. Promotion ...................................................................................57
           d. High Stakes Test Waiver .............................................................57
           e. Eighth Grade Repeaters -Option 1 ..............................................58
            f. Review Committee ......................................................................58
           g. Option 3/Pre-GED Skills Program and Exit .................................60
           h. Career Diploma Pathway……………………….……………………61
            i. Entering Ninth Grade-Remedial courses……………………….….63
    11. Grades Nine through Twelve ...............................................................63
           a. Grade Nine Scheduling………………………………………...... …64
           b. Promotion/Classification ..............................................................64
           c. Units Required .............................................................................64
           d. Testing Program ..........................................................................65
           e. Logical Grade Level Offerings ....................................................66
           f. Career Diploma Pathway…………………………………………….70
    12. Grading Procedures………………………………………………………. 73
          a. Procedures in Grading: Kindergarten ...........................................74
          b. Procedures in Grading: One .........................................................75
          c. Procedures in Grading: Two .........................................................78
          d. Procedures in Grading: Three ......................................................80
          e. Procedures in Grading: Four through Eight ..................................82
           f. Procedures in Grading: Nine through Twelve ...............................87
          g. Addendum - Grading Procedures 9 -12 ........................................91
          h. Procedures in Grading: Make-up Work ........................................91
           i. Procedures in Grading: High Level Classes .................................92

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                  j. Procedures in Grading: Senior Project .........................................92
                 k. Procedures in Grading: Final Exam Exemption ............................92
                 l. Procedures for Repeating Courses................................................92
                 m. Procedures for Credit Recovery Classes………………………….92
                 n. Procedures in Grading: LEP Students………………………….85,93
            13. Elementary Foreign Language Program .............................................95

C. Requirements of the LEAP: High Stakes Testing: Regular Placement ..............96
       1. Policy Override -Grade 4, Grade 8........................................................96
       2. Retention – Grade 4..............................................................................96
       3. Grade 4 Repeaters ...............................................................................97
       4. Appeals Process- Grade 4 ....................................................................97
       5. 4th Grade Transition Program……………………………………………...98
       6. Grade 8 Waivers/SBLRC ......................................................................99
       7./8. Summer Remediation Requirements .................................................99

D. Progression: Students Participating in LEAP Alternate Assessment…………..100
    (LAA 1, LAA 2)

E. Limited English Proficient Students....................................................................101

F. Acceleration .......................................................................................................102

G. Transfer Students ..............................................................................................102
       1. Policies for Placement ..........................................................................103
           a. Approved Schools (Public/Non-Public) .............................................103
           b. Approved Schools Out-of-State (Public/Non-Public)…………………104
           c. Unapproved Schools (Public/Non-Public)……………………………..104
              1) Foreign Schools………………………………………………………104
           d. Home Study/Home School………………………………………………105
       2. Interim IEP’s……………………………………………………………….....106

H. Retention Policy .................................................................................................106

I. Alternative Schools/Programs/Settings and Adult Education ..............................107
         1. Other Placement Settings
             a. Honors Program ..............................................................................107
             b. High School Credit for College Courses .........................................108
             c. Early College Admissions Policy......................................................109
             d. Gifted ...............................................................................................110
             e. Talented ..........................................................................................110
             f. Grades 9 – 12 ...................................................................................110
         2. Pre-GED Skills Option Program (Option 3) ...........................................111
         3. Alternative to Regular Placement: Andrew Price/East Street................111

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           4. Adult Education ....................................................................................112

J.    Review of Placements .....................................................................................112

K.    Policies on Records and Reports ....................................................................113

L.    Policies on Due Process .................................................................................116

M.    Other Local Offerings ......................................................................................124
            l. Other Program Offerings ...................................................................124
               a. Early Childhood Education ...........................................................124
               b. LA 4 Pre-School ...........................................................................124
               c. Title I Pre-School ..........................................................................124
            2. Sex Education ..................................................................................124
            3. Grades Nine through Twelve Summer School..................................126
            4. Grades Four through Eight LEAP Summer School...........................126
            5. Additional Instructional Considerations.............................................127
N.    Science Education Act ....................................................................................127

SECTION IV: REMEDIATION ................................................................................128
   A. Elementary.................................................................................................128

      B. Secondary..................................................................................................134

ADDENDUMS
    ADDENDUM A ..............................................................................................138
     (1) Listing: School Board Members ...........................................................139
     (2) Definitions of State and Local Terms ....................................................140
ADDENDUM B .......................................................................................................145
     Background of Pupil Progression Plan
     Documentation of PPP Committee
     Report Card - Kindergarten
     Report Card - Grade 1-8
     Report Card - Grades 9 - 12
     SBLRC Forms
     SBLRC Guidelines
     Summer SBLRC Forms
     Letter of French Waiver Response (Request/Approval)
     Pre-GED Option Form
     LAA Requirement Forms (LAA 1, LAA 2)
     LEP/Home Language Survey Form/LEP Accommodations Form
     Honors Courses Offered
     TRANSFER Rules for Participation in LEAP 21
     Career Diploma Pathway-SDE Form

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    High Stakes Test Policy, Chapter 7, Bulletin 741

                                                       Revised 2010-11




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                       FORMAL SUBMISSION STATEMENT


           Assurance is hereby made to the Louisiana State Department of

    Education that the Terrebonne Parish School System's Pupil Progression Plan

    for 2010 - 2011 has been developed in compliance with the State Department

    Guidelines included in Bulletin 1566, (R.S. 17:24.4) and all applicable policies

    and standards of Bulletin 741, 1706 and all applicable federal, state, and local

    regulations. All documentation relative to the development of this Pupil

    Progression Plan shall be kept on file by the local education agency.

           Assurance is thereby made that this school system shall not discriminate

    in the rendering of services to and/or employment of individuals because of race,

    color, religion, sex, age, national origin, handicap, disability, veteran status, or

    any other non-merit factor.


    ____________________________________
    Superintendent: Philip Martin

    ____________________________________
    Date

    ____________________________________
    School Board President: Gregory Harding

    ____________________________________
    Date




                                                                                Revised 2010-11

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                          PUPIL PROGRESSION PLAN

                         LEA CONTACT INFORMATION



        LEA Contact Person (Primary)      Kathleen H. Tamplain_________


        Telephone Number        (985) 876-7400, ext. 232            ___


        E-mail Address _____________ ____________



        If Applicable:

        LEA Contact Person (Secondary)       Philip Martin______________


        Telephone Number         ( 985) 876-7400 _____________________


        E-mail Address _______________ ____________




        _______________________________          ________________________

    (Primary Signature)                                (Date)




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                                      2010-2011
                      Pupil Progression Plan Committee Members

      1.           Carol Davis, Assistant Superintendent-Curriculum & Instruction
      2.           Art Joffrion, Supervisor of Federal Programs
      3.           Shirley Salter, Supervisor of Special Education
      4.           Kathleen Tamplain, Supervisor of Assessment & Staff Development
      5.           Debra Yarbrough, Supervisor of Personnel
      6.           Nason ―Tony‖ Authement, Incoming Secondary Supervisor
      7.            ―Woody‖ Louviere, Interim Supervisor of Secondary/Adult Education/ Vo-Tech
      8.           Nason ―Tony‖ Authement, Incoming Secondary Supervisor
      9.           Ernest Brown, Supervisor of Child Welfare& Attendance
      10.          Linda Joseph, Supervisor of Child Welfare & Attendance
      11.          Cathy Kosior, Principal-Oakshire Elementary
      12.          Tom Soudelier, Principal-Houma Jr. High
      13.          Kim Vauclin, Montegut Middle School
      14.          Cindy Martin, Master Teacher
      15.          Tonya Allen, Reading Curriculum Specialist
      16.          Paul Johnson, Science Curriculum Specialist
      17.          Geri Schexnayder, Math Curriculum Specialist
      18.          Rochelle Walker, Social Studies Curriculum Specialist
      19.          Flordine Williams, English Curriculum Specialist
      20.          Margaret Templet, Educational Technology
      21.          Sandra Dunbar, Federal-School Improvement Coordinator
      22.          Bernadette Mabile, Instructional Technology Specialist
      23.          Tara Portier, Teacher
      24.          Sharri McGuire, Teacher
      25.          Philip Martin, Superintendent



Meeting Dates: Sub-committees (which included teachers and parents) have met all
                 through the year on Curriculum and pacing issues, GLE’s, and
                 Instructional Calendars met during spring semester; the PPP
                 committee met again on June 8, 2010.              Throughout July
                 Instructional Staff met to review and/or update various parts of the
                 Pupil Progression Plan including 1st and 2nd grade curriculum,
                 Grades 1-3 Grading Procedures Revisions, State Comprehensive
                 Curriculum, Summer SBLRC, Project Read-1903 Instructional
                 Program, First Grade Academy, and Curriculum for Transitional
                 4th Grade Students and Career Diploma. Those recommendations
                 for change that were approved are included in the document;
                 others are being studied during the 2010-11 school session.


                                                                    Revised 2010-11

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                             2010 PARENT COMMITTEE MEMBERS
                              Terrebonne Parish School District

     School          First Name     Last Name      City      State
Acadian            Nikki           Jenkins       Houma       LA
Acadian            Jonathan        Stephenson    Houma       LA
Boudreaux
Canal              Ronnie          Forest, Sr.   Chauvin     LA
Boudreaux
Canal              Mary            Robichaux     Chauvin     LA
Bourg              Jodi            Pellegrin     Bourg       LA
Bourg              Brent           Broussard     Bourg       LA
Bourg              Alicia          Abbott        Bourg       LA
Bourgeois, H. L.   Katrina         Darcey        Schriever   LA
Broadmoor          Beverly         Vice          Houma       LA
Broadmoor          Courtney        Freeman       Houma       LA
Caldwell           Maryal          Mewherter     Schriever   LA
Caldwell           Angie           Adams         Gray        LA
Coteau-Bayou
Blue               Chantal         Bosworth      Houma       LA
Coteau-Bayou
Blue               Aijalon         Ruffin        Houma       LA
                   Thawiwan
Dularge Elem.      "Ning"          Lovell        Theriot     LA
Dularge Elem.      Fallon          Crochet       Theriot     LA
Dularge Middle     Louise          Keller        Houma       LA
Dularge Middle     Lisa            Robinson      Houma       LA
East Houma         Albertha        Francois      Houma       LA
East Houma         Theresa         Colwart       Houma       LA
Ellender           Thomas          Martinez      Dulac       LA
Elysian Fields     Candice         Carter        Houma       LA
Elysian Fields     Elizabeth       Spence        Houma       LA
Evergreen          Estelle         Bonvillain    Houma       LA
Evergreen          Tamara          Perri         Houma       LA
Gibson             Winnie          Theriot       Gibson      LA
Gibson             Rachel          Albinson      Gibson      LA
Grand Caillou
Elem.              Maria           Pierre        Houma       LA
Grand Caillou
Elem.              Summer          Thidodeaux    Houma       LA
Greenwood          Jill            Dardar        Houma       LA
Greenwood          Charlotte       Celestin      Gibson      LA
Honduras           Brittany        Authement     Houma       LA
Honduras           Beth            Wilson        Houma       LA
Houma Jr. High     Maurice         Poche'        Houma       LA
Houma Jr. High     Danny           Theriot       Theriot     LA
Lacache            Brooks          Lirette       Chauvin     LA
Lacache            Laurie          Dupre         Chauvin     LA
Legion Park        LaShawn         Davis         Houma       LA
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Lisa Park         Selest       Rhodes        Houma      LA
Lisa Park         Katrina      Bonvillain    Houma      LA
Montegut Elem.    Rebecca      Louviere      Montegut   LA
Montegut Elem.    Maxine       Noel          Montegut   LA
Montegut Middle   Kellie       Brunet        Bourg      LA
Montegut Middle   Vicki        Boquet        Bourg      LA
Mulberry          Paula        Ferrer        Houma      LA
Mulberry          Geneva       Shults        Houma      LA
Oaklawn           Loretta      Callais       Houma      LA
Oaklawn           Brandy       Hartman       Houma      LA
Pointe-Aux-
Chenes            Wakina       Naquin        Montegut   LA
Schriever         Shonta       Rickerson     Gray       LA
Schriever         Yekema       Jenkins       Gray       LA
SEC               Peggy        Lirette       Chauvin    LA
SEC               Cally        Trosclair     Bourg      LA
South
Terrebonne        Carrie       Logan         Houma      LA
Southdown         Sheri        Miller        Houma      LA
Southdown         Kim          Galicio       Houma      LA
Terrebonne High   Debra        Cenac         Houma      LA
Terrebonne High   Maxine       Triggs        Houma      LA
Upper Little
Caillou           Gwen         Lirette       Chauvin    LA
Upper Little
Caillou           Norma        Charpentier   Chauvin    LA
Village East      Wanda        Calloway      Houma      LA
West Park         Kyewannah    Harris        Houma      LA




       The Parent Committee consists of a parent from each school site nominated by
       the school’s parent group and administrator. These parents serve for the school
       session and advise the Superintendent and Assistant Superintendent on various
       matters including the Pupil Progression Plan. Letters are sent to each parent
       encouraging their review and participation in recommended changes annually.
       This committee meets monthly, as warranted, with the Superintendent on the
       second Thursday of the month.



                                                              Revised 2010-11




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                                      SECTION II

                   STATEWIDE MANDATORY CRITERIA




Placement and Retention Policies
These policies address promotion and retention criteria for all students, including
regular education students, student with disabilities, and Limited English Proficient
students.

High Stakes Testing Policy
In developing the LEA’s Pupil Progression Plan, refer to the current High Stakes Testing
Policy (Bulletin 1566) revised March 2010.


A. Kindergarten and First Grade Entrance 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.


     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 B.)

            b. Each local educational governing authority, by rule, may provide for a child
               of younger age to enter kindergarten, provided that such child has been
               evaluated and identified as gifted in accordance with the regulations of the
               DOE for such evaluation. Any child admitted to kindergarten pursuant to
               this paragraph shall be eligible to enter first grade upon successful
               completion of kindergarten, provided all other applicable entrance
               requirements have been fulfilled. (Bulletin 741 §1111 C.1.)

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           c.    Any child transferring into the first grade of a public school from out-of-
                state and not meeting the requirements herein for kindergarten attendance
                shall be required to satisfactorily pass an academic readiness screening
                administered by the LEA prior to the time of enrollment for the first grade.
                (Bulletin 741 §1111 C.2.)


B. Kindergarten Screening

     1. 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.)


C. Attendance Policy
     1. 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. To receive Carnegie
        credit for a course, students must be present 94% of the required time listed in
        §907. Elementary students shall be in attendance a minimum of 167 days
        (60,120 minutes) a school year. (Bulletin 741 §1103)


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

     2. In addition to completing a minimum of 23 or 24 Carnegie units of credit as
        required by BESE, the student shall meet assessment requirements to earn a
        standard high school diploma. (Bulletin 741 §2318 and §2319)

     3. A student who is a first-time 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. (Bulletin 1566 §701)

     4. All placement and promotion requirements for 4 th and 8th graders shall be aligned
        with current BESE guidelines as outlined in the High Stakes Testing Policy.
        (Bulletin 1566 §701)

     5. Students with disabilities participating in LEAP must be provided with
        accommodations as noted in the students’ IEPs. (Bulletin 1566 §701)



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

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

     8. LEP students shall participate in statewide assessment. The SBLC shall be
        granted the authority to waive the State’s grade promotion policy for an LEP
        student. An LEP student who was granted a waiver at the 4 th grade level is
        ineligible for a waiver at the 8th grade level. (Bulletin 1566 §707 E)

E. Elementary Program of Studies Requirements
     1. The elementary grades shall provide a foundation in fundamentals of English
        language arts, mathematics, social studies, science, health, physical education,
        and the arts. (Bulletin 741 §2313)

     2. Each elementary school shall provide 63,720 minutes of instructional time per
        year. (Bulletin 741 §333)

     3. Each grade level, grades one through eight, shall teach the content subject areas
        outlined in Bulletin 741, ensuring strict adherence to the Louisiana Content
        Standards and Grade-Level Expectations, and the Louisiana Comprehensive
        Curriculum or a locally-developed and approved curriculum. (Bulletin 741 §2301)

     4. Each LEA should adhere to the suggested and required minimum minutes for
        elementary grades. (Bulletin 741 §2313)

     5. Elementary schools shall offer an articulated foreign language program for 30
        minutes daily in grades four through six, and 150 minutes per week in grades
        seven and eight. (Bulletin 741 §2313)


F. Carnegie Credit Time Requirements
     Since each school shall provide 63,720 minutes of instructional time per year, the
     minimum amount of instructional time required for one Carnegie credit to be earned
     shall be as follows: (Bulletin 741 §907)
     1. 10,620 minutes for a six-period schedule;
     2. 9,103 minutes for a seven-period schedule; and
     3. 7,965 minutes for eight-period or 4 x 4 block schedules.
     4. For other schedule configurations, a minimum of 7,965 minutes of instructional
        time must be met for one Carnegie credit to be earned.
     5. For credit recovery courses, follow the policy in §2324 of Bulletin 741.
     6. For distance learning courses, time requirements do not apply. (Bulletin 741
        §2395 A. 2.)
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G. 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(revised 2010).
     2. A high school diploma cannot be denied to a student who meets the minimum
        state graduation requirements. (Bulletin 741 §2313)
     3. Graduation requirements for the College and Career Diploma may be found in
        §2318 of Bulletin 741, including the requirements for the following students:
           Students who entered the ninth grade prior to 2008-2009,
           Students entering the ninth grade in 2008-2009 and beyond who are
            completing the Louisiana Core 4 Curriculum, and
           Students entering the ninth grade in 2008-2009 and beyond who decide after
            their second year of high school to complete the Basic Core Curriculum.
     4. Graduation requirements for the Career Diploma may be found in §2319 of
        Bulletin 741.
         Any student who is at least fifteen years of age or will attain the age of fifteen
          during the next school year, who scored at least at the Approaching Basic
          level on either the English language arts or mathematics component of the
          eighth grade LEAP test, and meets the criteria established in the Pupil
          Progression Plan of the LEA where the student is enrolled, may be promoted
          to the ninth grade for the purpose of pursuing a career diploma. (Bulletin 1566
          §503)
            o The student must successfully complete the LEAP summer remediation
              program in the subject area of the component of the eighth grade LEAP
              test on which he/she scored at the Unsatisfactory level and must take the
              summer retest.
            o The student must have achieved a minimum cumulative grade point
              average of 1.5 on a 4.0 scale for course work required for completion of
              the eighth grade.
            o Acceptable Attendance Standards: For the 2009-2010 school year,
              students must meet the attendance requirements in the Pupil Progression
              Plan. For 2010-2011 and following, students must meet the state
              minimum attendance requirements to be eligible to receive grades.
            o Acceptable Behavior Standards: Students must meet the behavior
              requirements in the Pupil Progression Plan.
            o A student must participate in a dropout prevention and mentoring program
              during his first year in high school as approved by the BESE. Acceptable
              programs include research-based dropout prevention programs such as
              Jobs for America’s Graduates Multi-Year Program, Graduation Coach
              Program, or the school district may submit to the DOE a proven-effective,
              research-based dropout prevention and mentoring program other than the
              two listed above for approval by BESE. All programs must include the
              following components:
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                   An academic catch-up component to address all the area(s) of student
                    deficiency,
                   An adult mentoring component with an emphasis on workforce
                    awareness and readiness,
                   A work awareness and work readiness skills component, and
                   A work-based learning component, such as job shadowing/job
                    exploration/paid internships.
           Every student who seeks to pursue a career diploma shall have the written
            permission of his/her parent or other legal guardian on the Career Diploma
            Participation Form after a consultation with the school guidance counselor or
            other school administrator. The student and parent must be informed of the
            advantages and disadvantages of the different diploma pathways. The
            signature of the student and parent or guardian indicates that a determination
            has been made that the pursuit of a career diploma is appropriate and in the
            best interest of the student. The school principal shall also sign the form
            acknowledging that appropriate counseling has taken place. (Bulletin 1566
            §503)
     5. Prior to the beginning of the school year, students may switch from the Career
        Diploma pathway to the College and Career Diploma pathway or vice versa,
        provided all requirements are met. (Bulletin 741 §2317 G. and H.)
     6. All ninth graders in the College and Career Diploma will be enrolled in the LA
        Core 4 curriculum. After the student has attended high school a minimum of two
        years, the student with parental permission may choose to complete the LA
        Basic Core Curriculum, provided all the requirements are met. (Bulletin 741
        §2318 A.)
     7. In addition to completing a minimum of 23 or 24 Carnegie credits, students must
        meet the assessment requirements to earn a College and Career diploma or a
        Career Diploma. (Bulletin 741 §2318 B. and §2319 B.)
               Incoming freshmen prior to 2010-2011must pass the English language
                arts and mathematics components of the GEE or LAA2 and either the
                science or social studies components of the GEE or LAA2 to earn a high
                school diploma.
                    o 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.)
               Incoming freshmen in 2010-2011 and beyond must pass End-of-Course
                Tests in the following categories:
                    o English II or English III
                    o Algebra I or Geometry

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


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

H. Scheduling

     A. The purpose of scheduling within available time frames and staff resources shall
        be to meet the educational needs of students. (Bulletin 741 §901)
           1. A copy of the daily/weekly schedule of work providing for all subject areas
              in the curriculum shall be on file in the principal’s office and shall be
              posted at all times.
     B. Prior to student scheduling each year, each middle, junior, or high school shall
        provide the parent/guardian/legal custodian with a listing of course offerings, the
        content of each, and high school graduation requirements where appropriate.
           1. By the end of the eighth grade, each student, including students with
              disabilities, shall develop, with the input of his family, an Individual
              Graduation Plan (IGP). Such a plan shall include a sequence of courses
              that is consistent with the student’s stated goals for one year after
              graduation.
           2. Each student’s IGP shall be reviewed annually thereafter by the student,
              parents, and school advisor and revised as needed.
           3. Every middle, junior, or high school shall require that the
              parent/guardian/legal custodian sign his/her child’s schedule form and IGP
              for students in grades 8-12.
     C. Student scheduling shall be individually appropriate and flexible to allow entry
        into and exit from courses and course sequences that are available for meeting
        curricular requirements.

I. Grade Tampering

     1. Based upon local school board policy pursuant to these guidelines, each teacher
        shall, on an individualized basis, determine promotion or placement of each
        student [Act 750, 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
18
          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.

     2.    No school board member, school superintendent, assistant superintendent,
          principal, guidance counselor, teacher, or other administrative staff member 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. (Bulletin 1566 §501 C.)

J.    Transfer Students

     1. A student transferred from a state-approved school, in- or out-of-state, public or
        nonpublic, shall be allowed credit for work completed in the previous school.
        When a student transfers from one school to another, a properly certified
        transcript, showing the student’s record of attendance, achievement,
        immunization, and the units of credit earned, shall be required. (Bulletin 741
        §707)
          a. Records, including evaluation information for exceptional students transferring
             from another system, shall be reviewed by pupil appraisal and approved by
             the Supervisor of Special Education before the student is enrolled in a special
             education program.

          b. Students in grades five and nine transferring to the public school system from
             any in-state nonpublic school (state approved and unapproved), or home
             schooling program, or Louisiana resident transferring from any out-of-state
             school, shall be required to pass the English language arts and Mathematics
             portions of the state-selected LEAP placement test.

     2. Local school officials from any state-approved school receiving a student from an
        unapproved school, in- or out-of-state, approved home study programs, or
        foreign schools will determine the placement and/or credits for the student
        through screening, evaluations, and/or examinations. (Bulletin 741 §707)
          a. The principal and/or superintendent may require the student to take an
             examination on any subject matter for which credit is claimed.
          b. The school issuing the high school diploma shall account for all credits
             required for graduation, and its records will show when and where the credit
             was earned.
          c. Students in grades five and nine transferring to the public school system from
             any in-state nonpublic school (state-approved and unapproved), or home
             schooling program, or Louisiana resident transferring from any out-of-state
             school, shall be required to pass the English Language Arts and Mathematics
             portions of the state-selected LEAP placement test.
     3. Credits earned by students in American schools in foreign countries shall be
        accepted at face value. (Bulletin 741 §707)



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                        Transfer polices for students with disabilities

Districts 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.

    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)

    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 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)

    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)


K. Limited English Proficient (LEP) Students

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

1. Establish procedures to identify language minority students.

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

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3. 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.

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

5. 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)

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

     2. A school system shall implement the PreGED/Skills Option Program and shall
        obtain approval from the LDE at least 60 days prior to the establishment of the
        program.
          Note: Refer to Bulletin 741 § 2907 for program guidelines.


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

     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)).

N. Policies on Records and Reports
     1.    Local school systems 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;

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              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)

O. 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.

P. Legislative Guidelines

     1. Local school systems are encouraged to develop criterion-referenced testing
        programs for local assessment use (R.S. 17:391.7(G) and R.S. 17:24(H)).

     2. Local criteria for K-12 must supplement the content standards approved by the
        BESE (R.S. 17:24(G)).

     3. Local criteria must be coordinated with statewide curricular standards for required
        subjects, to be developed as part of the competency-based education plan (R.S.
        17:24.4(E) and (G)).




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                                      SECTION III

                                  LOCAL OPTIONS

Placement Policies
These policies address promotion and retention criteria applicable to regular education
students, students with disabilities, and Limited English Proficient students.

In addition to the statewide mandatory criteria for student placement as presented in
Section II of these guidelines, 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 Section II and shall be submitted
to the LDE as part of the local Pupil Progression Plan.

Departmental Guidelines
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. With reference to pupil placement,
the local school system shall state the name of the instrument and the publishers of
other testing and screening programs to be used locally in grades K – 12 for regular and
exceptional students.

Other Local Option Factors
In conjunction with the legislated guidelines and LDE directives, local school systems
may include evaluative criteria in their local Pupil Progression Plans. If other criteria are
used, the Pupil Progression Plan must so specify.




A. Kindergarten Entrance and Screening

     1. Name the nationally recognized readiness screening instrument used for every
        child entering kindergarten for the first time.
        Chicago EARLY Assessment
     2. Describe the LEA’s policy on early entrance into kindergarten for those students
        identified as gifted, if applicable.
        See Acceleration page 98, if gifted qualifications have been met.
     3. 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.)
        Terrebonne Parish Kindergarten Concept Inventory
     4. 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.

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        Terrebonne Parish Kindergarten Concept Inventory

B. Placement: Grades K-12

     1. List detailed and specific LEA course requirements, Carnegie unit requirements
        or other factors used for promotion by grade level (K – 12). If promotion criteria
        for 4th and 8th grade students exceed the state requirements of passing LEAP, list
        any additional requirements (i.e., passing certain courses, etc.) for those grades.


                                  PROMOTION POLICIES
The Pupil Progression Plan for the Terrebonne Parish Public School System is
included as part of the Terrebonne Parish Policies and Procedures Handbook,
Section G – 2.2.
"This section addresses criteria for promotion applicable to regular education
students, students with disabilities participating in LEAP (CRT and NRT), and
Limited English Proficient students."

A.      Admittance
        1.    Children attaining the age of five (5) on or before September 30 of any
              public school term may enter such schools at the beginning of the school
              term or session in kindergarten.

        2.     Children attaining the age of six (6) on or before September 30 of any
               public school term may enter such schools at the beginning of the school
               term or session in first grade.

               a.     Original entry of students entering kindergarten or first grade will be
                      accepted on any day to and including the fifteenth (15th) day of
                      session.
               b.     Students presenting evidence of having been registered during the
                      same school year in another school from without the state will be
                      accepted in kindergarten or first grade regardless of age or date.

        3.     R.S. 17:167 requires every child entering a parish or city school system or
               private school for the first time to present a copy of his/her official birth
               certificate to the school principal.
               a.      Children born in Louisiana have fifteen (15) days after the date of
                       entrance in which to obtain their birth certificates.
               b.      Children born in other states have a thirty (30) day period to obtain
                       proof of birth dates.




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            c.     Children born in foreign counties may submit data from their
                   passport or citizenship papers or have their cases referred to the
                   superintendent.

     4.     Immunization
            a.   In the State of Louisiana, it is mandatory that all pupils entering the
                 public schools of Louisiana for the first time and
                 all pupils transferring from other school systems, at the time of
                 registering or entering school, present satisfactory evidence
                 of having been immunized against diphtheria, tetanus,
                 whooping cough, poliomyelitis, and measles and other vaccine-
                 preventable diseases, or present evidence of an immunization
                 program in progress.
            b.   In the event the immunization series is not completed in a
                 reasonable time after the beginning of school, re-admittance to
                 school must come through the Terrebonne Parish Health Unit's
                 approval.
            c.   No child seeking to enter any Terrebonne Parish Public School will
                 be required to comply with the provisions of this law if the child
                 submits a written statement from a physician stating that the
                 procedure is contraindicated for medical reasons or a written
                 dissent because of religious beliefs.
            d.   No child considered to be ―homeless‖ or ―Limited English Proficient‖
                 shall be denied admittance due to failure to meet aforementioned
                 criteria. Once admitted, a reasonable span of time will be allowed
                 to meet all criteria for admittance.

B.   Attendance (K-12)

     Louisiana Revised Statute 17:221 requires that "every parent, tutor, or other

     person residing within the State of Louisiana, having control or charge of any

     child from that child's seventh birthday until his eighteenth birthday, shall send

     such child to a public or private day school ..."
     1.    Elementary and Secondary Attendance Requirements
           a.      Elementary (including kindergarten) students must be present a
                   minimum of 167 days per year to be eligible to receive credit for
                   courses taken.
           b.      Secondary students must be present a minimum of 83.5 days in a
                   semester course or 167 days in a year-long course in order to
                   receive credit for courses taken.
           c.      Students at schools utilizing 4 X 4 Format will adhere to the
                   following attendance guidelines:
                   (1)    Students must be present a minimum of 42 days in order to
                          get credit for a half (1/2) unit course.
                   (2)    Students must be present a minimum of 83.5 days in order
                          to get credit for a one (1) unit course.  [Revised 2010-11]

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     2.   Exception to Minimum Attendance Requirements
          a.    Any exceptions to the above policy shall be made only after a
                review by a Supervisor of Child Welfare and Attendance.
          b.    Senior students may be dismissed for tests, etc., no more than ten
                (10) instructional days prior to the end of the school year.
          c.    Exceptions will be granted only if one or more of the following
                conditions are in evidence.
                (1)    Documentary medical evidence is presented showing that
                       the student is subject to a chronic, recurring illness for which
                       the homebound teaching program is inappropriate but which
                       would result in the student missing a disproportionate
                       number of school days. Exception can be made only in the
                       event of extended personal illness as verified by a physician
                       and/or other extenuating circumstances as approved by the
                       parish supervisors, Child Welfare and Attendance, in
                       consultation with the principal.
                (2)    Documentary medical data showing that the student suffered
                       a series of unusual extended illnesses, each alone not being
                       serious enough or lengthy enough to require homebound
                       service
                (3)    Evidence of catastrophic, personal occurrences in the home
                       which have caused the student to miss a disproportionate
                       number of days of school
                NOTE: Interpretation of the above policy and additional
                       regulations will be as directed by Bulletin 741.

     3.   Students who are absent from a summer school class in excess of two (2)
          days will not receive credit for the course. A minimum of 50 hours is
          required for LEAP/ GEE Summer School credit.

     4.   Kindergarten attendance is encouraged in the Terrebonne Parish Public
          School System; however, enrollment shall be left to the discretion of the
          parents. All children who seek admittance within the enrollment
          requirements will be given the individual Chicago EARLY Assessment and
          locally developed screenings, then shall be accepted in the parish's
          kindergarten program based on results.

     5.   As a prerequisite to enrollment in first grade, students shall meet one of
          the following criteria: (1) have attended a full-day of kindergarten for a full
          year, or (2) have satisfactorily passed academic readiness screening
          administered by this school system at the time of enrollment for first grade.




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C.   Home Study - Admission/Readmission
     SECTION 1
     A student who is admitted for the first time or re-admitted to the Terrebonne
     Parish Public Education System following a home study program shall:

     1.    be administered, in Spring annually, the Louisiana Criterion-referenced
           Tests in grades 4, 8, and the Graduation Exit Examinations offered by the
           State Department of Education; and the state norm-reference test, the
           iLEAP - Grades 3, 5, 6, and 7;

     2.    be administered, in Spring annually, the appropriate benchmark test(s) in
           ELA and Mathematics at the grade levels in which state-level tests are not
           available, as determined by the Superintendent; Local Testing Program.

     3.    be given, from the date of the request for admittance until the student's
           placement decision is finalized, grade level placement commensurate with
           his/her age, records available, or number of Carnegie Units earned from
           an approved school; placement to be reviewed by the School Building
           Level Committee, when necessary; except for students entering grades
           5 and 9 who must take a LEAP PLACEMENT TEST TO DETERMINE
           PLACEMENT. (SBESE approved 6/05)

     4.    be administered on a date(s) as determined by the Superintendent or
           designee, the appropriate proficiency examination (Bulletin 741, 2.102.04)
           at the secondary level.*

           *NOTE: Section 1- #4 above will also apply for other entering senior high
           students whose school subject credits are questionable and/or there is a
           need to determine credits and apply the Carnegie Unit(s).

     SECTION 2

     1.    All reasonable costs directly attributable to the home study program shall
           be borne by the parents. (No charge will exceed $35.00.)

     2.    A parent, guardian, or designee of the parent or guardian may accompany
           the child to the testing location.

     SECTION 3

     1.    A certified teacher designated by the Supervisor of Assessment shall
           administer the test(s).
     2.    The examination shall be administered with the same instructions
           and under similar conditions as provided to children enrolled in public
           schools.




27
     SECTION 4

     The test(s) shall be scored and interpreted within a reasonable period of time by
     the Louisiana State Department of Education or by professional personnel
     designated by the Assistant Superintendent of Instruction and Student Support
     Services and approved by the Superintendent, including the Riverside Scoring
     Service and Data Recognition Corporation.

     SECTION 5

     A committee of educators appointed at the school level shall review the decision
     concerning student placement based on whether the child's test score(s) exhibit
     he/she has met the established state and local performance standard, classroom
     performance, social factors, and age. The student may be screened with
     appropriate instructional placement instruments.

     SECTION 6

     Following the committee's decision, parents (guardian) shall receive written
     notification of their child's test score(s).

     SECTION 7

     Should the student fail to succeed following placement as determined by the
     SBLRC committee, the Committee will recommend to the parent(s) that the child
     be placed one or more grades levels lower than the assigned grade placement.
     An SBLRC Form will be sent to the Supervisor of Assessment designating
     placement for review. The Office of Child Welfare and Attendance will be notified
     for confirmation of assignment.

     SECTION 8

     Parents may request a meeting following the decision of the committee or
     following the recommendation of the Supervisors of Child Welfare and
     Attendance.

     SECTION 9

     In resolving a complaint regarding student placement, an individual must follow
     the "Due Process Procedure."

     SECTION 10

     All home-study students, as approved by the Louisiana Department of Education,
     are required to be administered the LEAP criterion-reference test(s), the
     iLEAP test, and/or the norm-referenced test(s) during the scheduled time and
     designated place that regular education students are administered the test(s) if
     they wish to re-enter the public school system the next school term.

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Regular Placement
                                   PROMOTION POLICIES

[Includes Special Education Students Participating in LEAP (CRT and NRT) and
Limited English Proficient Students; Progression of Students participating in
Louisiana Alternate Assessment (LAA) with parental consent, shall be determined
by the SBLC based on meeting IEP goals.]
K-12: For admittance requirements see School Board Policies Relative to Pupil
Progression. To be eligible for advancement from one grade level to another, a student
must exhibit a level of achievement at the end of the school session commensurate with
the specified grade level promotional criteria. The School Building Level Review
Committee in each school shall serve to render specified and impartial student
placement decisions if deemed necessary.

                                        Kindergarten
        A kindergarten program that is well-structured emphasizes varied and numerous
direct learning experiences to promote physical, intellectual, social, and emotional
development at a critical period when development is rapid and important foundations
are being laid for future learning.
        As a result of Louisiana legislation, evident local educational need, and approval
by the local board of education at an official meeting on April 2, 1974, the Terrebonne
Parish Public School System provides a well-structured kindergarten program. In
compliance with State Bulletin 741, the Louisiana Handbook for Administrators, and
local policy, a student's attendance is nine months, 360 minutes per day for five days a
week.

The kindergarten enrollment requirements are as follows:
      A.    Children attaining the age of five on or before September 30 of any
             public school term or session may enter such schools at the beginning of
            the term or session as stated in the Terrebonne Parish Policies and
            Procedures Handbook. Each child will be given the individual Chicago
            EARLY Assessment Test during the first two (2) weeks of school. A
            conference will then be held with parents to explain the curriculum,
            procedures, and rules to be followed by students. Classes will begin
            following the completion of testing with one half (1/2) of the students
            attending each day for the first two days. This provides the teacher with
            added time needed to give individual attention for student adjustment and
            for classroom management.

       B.     R.S. 17:167 requires every child entering kindergarten to present a copy
              of his/her official birth certificate to the school principal (or to the
              Supervisor of Child Welfare and Attendance at the local school board
              office). In cases where official birth certificates and/or birth verification
              forms cannot be obtained, the school principal may accept whatever
              positive proof of age, race, and parentage is available. It shall be left to
              the discretion of the parish superintendent of schools, subject to the
              authority of the school board, as to whether or not a child shall continue in
              school upon failure to comply herewith.

29
       C.     All children entering any school within the state for the first time,
              including kindergarten, at the time of registering or entering school, or
              licensed day care centers, shall present satisfactory evidence of having
              been immunized ...Louisiana R.S. 17:170.

                                Kindergarten Curriculum

       Students enter classrooms where they are appropriately grouped and receive
instruction in the areas of study listed below. Through active student participation in the
courses of study, each student is expected to exhibit progress as cited in the goal or
educational outcome statements. Students will address the Louisiana Comprehensive
Curriculum.

A.     Language Arts Development -Goal Statement
            The student will be able to exhibit growth in accordance with individual
            abilities in communicative skills specified in the Louisiana English /
            Language Arts GLE Standards, Comprehensive Curriculum, and local
            curriculum documents.

B.     Math Readiness - Goal Statement
             The student will be able to exhibit growth in accordance with individual
             abilities in math skills specified in the Louisiana Mathematics GLE
             Standards, Comprehensive Curriculum and in local curriculum documents.

C.     Personal and Social Growth, Motor Skill Development -Goal Statement
             The student will be able to exhibit, through structured and unstructured
             activities, the ability to cope physically, socially and emotionally, as well
             as, academically and intellectually with the school environment.

D.     Testing
       1. Audiometric examination
       2. Vision screening
       3. Informal articulation examination and language screening
       4. DIBELS (Developmental Indicators of Basic Early Literacy)
       5. Chicago EARLY Screening
       6. Terrebonne Parish Concept Inventory
       7. Locally developed screening

Questionable kindergarten level placement will be reviewed by the School Building
Level Review Committee (SBLRC).




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                                Kindergarten Promotion

       Kindergarten pupils will be promoted to the first grade based on the following:

              1.     Proficiency on local and State skills requirements
              2.     Teacher recommendation and principal concurrence
              3.     Meets promotional requirements as stated on the Kindergarten
                     Report Card.

      The student's placement is open to review by parent, guardian, other qualified
agency, principal, local school board, superintendent and/or designee of the
superintendent.


                                        Grade One

       For school admittance requirements of grade one students see School Board
Policies Relative to Pupil Progression.
       In compliance with Act 372 of the 1985 legislature, children who have not
attended kindergarten and register for first grade (Age 6 by to September 30) will be
placed based on the following criteria:
              1.     Proficiency on local and state skills requirement
              2.     SBLC recommendation and principal concurrence
              3.     A screening instrument to check kindergarten skill acquisition will
                     determine readiness for Grade 1 placement. (Terrebonne Parish
                     Kindergarten Concept Inventory with a score of eighty percent
                     (80%) or greater will also be used to determine eligibility for grade
                     one placement.)



                                 Grade One Curriculum

      Students are given instruction in the areas of study listed below. Through active
student participation in the courses of study, each student is expected to exhibit
progress as cited in the goal or educational outcome statements.

A.     Reading
       1. Goal Statement
       The student will be able to exhibit at least 76% proficiency of skills as specified in
       the Louisiana English/Language Arts GLE Standards, Comprehensive
       Curriculum and local curriculum documents.
       2. Time allotment (195 minutes of school day)




31
B.   English Language Arts/Written Composition
     1. Goal Statement
     The student will be able to exhibit designated grammar, mechanics, usage and
     written composition skills as specified in the Louisiana English/Language Arts
     GLE Standards, Comprehensive Curriculum and local curriculum documents.
     2. Time allotment: Integrated in the teaching of Language Arts, taught directly in
     structured lessons for a percentage of the language arts block (195 minutes) and
     integrated throughout the teaching of the core curriculum.

C.   Handwriting
     1. Goal Statement
     The student will be able to exhibit legible penmanship in accordance with the skill
     achievements listed in the Louisiana English/Language Arts GLE Standards,
     Comprehensive Curriculum and the local curriculum documents.
     2. Time allotment (Integrated in the teaching of Language Arts/taught
     directly in structured lessons for a specified percentage of the 195-minute
     time period)

D.   Spelling
     1. Goal Statement
     The student will be able to exhibit proficiency in specified spelling skills as listed
     in the Louisiana English/Language Arts Standards and the local curriculum
     documents.
     2. Time allotment (Integrated in the teaching of Language Arts, taught
      directly in structured lessons for a specified percentage of the 195-minute
      time period)

E.   Mathematics
     1. Goal Statement
     The student will be able to exhibit at least 70% proficiency of mathematical skills
     listed in the Louisiana Mathematics GLE Standards, Comprehensive Curriculum
     and in local curriculum documents.
     2. Time allotment (60 minutes of school day)

F.   Physical Education
     1. Goal Statement
     The student will be able to exhibit specified rhythmic activities, muscular
     coordination, and develop an awareness of the need for correlation between the
     two.
     2. Time allotment (30 minutes of school day)

G.   Social Living--Science/Social Studies
     1. Goal Statement
     The student will be able to exhibit 70% proficiency in concepts and skills as
     specified in the Louisiana Comprehensive Curriculum and GLE Standards for
     Social Studies and Science Curriculum documents.



32
     2. Time allotment (45 minutes of school day)

H.   Music, Arts and Crafts
     1. Goal Statement
     The student will be able to exhibit proficiency in the grade level skills and
     objectives in the Content Standards and Objectives for the Arts.
     2. Time allotment (30 minutes of school day)

I.   The testing program includes the following:
     1.    Continuation and completion of informal articulation and language
           screening (oral examination when warranted due to observed severe
           articulation disorder)
     2.    Vision screening
     3.    Audiometric screening
     4.    Grade 1- Reading Skills Assessments
     5.    DIBELS (Dynamic Indicators of Basic Early Literacy)
     6.    Piat-R, when warranted




33
                                  Grade One Promotion
        As determined by each teacher, a student's promotion from grade one is
based on the following criteria:
        a.      Pass reading for the session
Success in specified reading skills encompassed in the first grade Louisiana
English/Language Arts GLE Standards, Comprehensive Curriculum and local
curriculum documents, and Reading Skills and Comprehension Assessments, reading
on-grade level material and receiving a final grade of at least "C" in Reading, at the
local level; In addition, students utilizing the Project Read program must master a
specified unit level determined by the time of entry into the program.
        b.      Pass mathematics by receiving a session average of at least a "D" at the
                local level

      c.     Meet minimum attendance requirements

      d.     Proficiency in local and state grade appropriate skills as defined by state
             standards and local curriculum documents.

       A student may be promoted if he/she attends a state approved summer school
and meets the above mentioned promotional requirements. A student who fails grade
one must be referred to the SBLRC.*
       A School Building Level Review Committee (SBLRC) at each school shall be
comprised of two selected teachers of the child, the principal, assistant principal, if
available. The SBLRC may place students in the next grade and/or into an appropriate
program. Such decisions should be based on a careful review of factors affecting a
student’s progress. The school system's curriculum specialists and pupil appraisal
personnel, when warranted, will be available to assist the committee in arriving at a
proper decision if requested by the school principal.
       A student who fails grade one for the second time will be placed in second grade,
and shall be referred for additional remediation or other services.

NOTE: *Students who attend the Terrebonne Parish School District’s Summer First
Grade Academy may be promoted by the base school SBLRC based on the student’s
Summer results. (See Summer First Grade Academy SBLRC form-Addendum B.)
If a student earns progressing grades that equal to a 1.0 (i.e. F, F, C, C) and is reading
on-level, SBLRC should consider administrative placement.

        Placement for a grade one student is open to review by parent, guardian, other
qualified agency, principal, local school board, superintendent and/or designee of the
superintendent. (See Section L, Policies on Due Process)


                                                                         Revised 2010-11




34
                                    Grade Two
      For admittance requirements see School Board Policies Relative to Pupil
Progression.
                             Grade Two Curriculum

      Students are given instruction in the areas of study listed below. Through active
student participation in the courses of study, each student is expected to exhibit
progress as cited in the goal or educational outcome statements.
A. Reading
        1. Goal statement
              The student will be able to exhibit at least 70% proficiency of
              grade two skills as specified in the Louisiana English/Language Arts GLE
              Standards, Comprehensive Curriculum and local curriculum documents.
        2. Time allotment (195 minutes of school day)

B. English Language Arts/Written Composition
        1. Goal Statement
             The student will be able to exhibit at least 70% proficiency of designated
             grammar, mechanics, usage, and written composition skills within the
             Louisiana English/Language Arts GLE Standards, Comprehensive
             Curriculum, local curriculum documents, and on teacher made evaluation
             instruments.
        2. Time allotment: Integrated in the teaching of Language Arts, taught
             directly in structured lessons for a percentage of the language arts block
             (195-minute period) and integrated throughout the teaching of the core
             curriculum.

C. Handwriting
        1. Goal Statement
             The student will be able to exhibit legible penmanship in
             accordance with grade two skill achievements listed in the Louisiana
             English/Language Arts GLE Standards and local curriculum documents.
        2. Time allotment: Integrated in the teaching of Language Arts, taught
             directly in structured lessons for a specified percentage of the l95-minute
             time period
D. Spelling
        1. Goal Statement
             The student will be able to exhibit at least 70% proficiency in grade two
             specified spelling skills as listed in the Louisiana English / Language Arts
             GLE Standards and local curriculum documents.


        2. Time allotment: Integrated in the teaching of Language Arts, taught
             directly in structured lessons for a specified percentage of the 195-minute
             time period




35
E. Mathematics
       1. Goal Statement
            The student will be able to exhibit at least 70% proficiency of grade two
            mathematical skills listed in the Louisiana Mathematics GLE Standards,
            Comprehensive Curriculum and in local curriculum documents.
       2. Time allotment (60 minutes of school day)

F. Science/ Social Studies
        1. Goal Statement
             The student will be able to exhibit at least 70% proficiency in concepts and
             skills as specified in the Louisiana Comprehensive Curriculum, GLE
             Standards for Social Studies and Science curriculum documents.
             (Integrated Curriculum)
        2. Time allotment (45 minutes of school day)

G. Physical Education and Health
       1. Goal Statement
             The student will be able to exhibit specified rhythmic activities,
             muscular coordination, and develop an awareness of the need for
             correlation between the two.
       2.    Time allotment (30 minutes of school day)

H. Music, Arts, and Crafts
       1. Goal Statement
             The student will be able to exhibit proficiency in the grade level skills and
             objectives in the Content Standards and Objectives for the Arts.
       2. Time allotment (30 minutes of school day)

I. The testing program for grade two students includes:
       1. Criterion reference tests based on the GLE/Content Standards in all
          subject areas
       2. Scantron Benchmark Assessments
       3. DIBELS (Dynamic Indicators of Basic Early Literacy)




36
                                 Grade Two Promotion

       As determined by each teacher, a student’s promotion from grade two is based
on the following criteria:
       a.     Pass reading for the session
              Success in the specified reading skills encompassed in the second grade
              Louisiana English/Language Arts GLE Standards, Comprehensive
              Curriculum and local curriculum documents, Reading Skills and
              Comprehension Assessments, reading on-grade level material and
              receiving a final grade of at least "D" at the local level; In addition,
              students utilizing the Project Read program must master a specified unit
              level determined by the time of entry into the program.

       b.     Pass English language arts and mathematics by receiving a session
              average of at least "D" at the local level.
              (Any student failing a major subject shall be referred to the SBLRC for
              consideration for an Early Intervention Program.)

       c.     Meet minimum attendance requirements.

      A student may be promoted if he/she attends a state approved summer school
and meets the above mentioned promotional requirements. A student who fails grade
two must be referred to the SBLRC.

       A School Building Level Review Committee at each school shall be comprised
of two selected teachers of the child, the principal, assistant principal, if available. The
SBLRC may place students in the next grade and/or into an appropriate program. Such
decisions should be based on a careful review of factors affecting a student’s progress.
The school system's curriculum specialists and pupil appraisal personnel, when
warranted, will be available to assist the committee in arriving at a proper decision if
requested by the school principal.

      A student who fails grade two for the second time will be placed in third grade
and shall be referred for additional remediation or other services.

        Placement of a grade two student is open to review by parent, guardian, other
qualified agency, principal, local school board, superintendent and/or designee of the
superintendent. (See L., Policies on Due Process)




37
                                    Grade Three
      For admittance requirements see School Board Policies Relative to Pupil
Progression.
                                  Grade Three Curriculum
      Students are given instruction in the areas of study listed below. Through active
student participation in the courses of study, each student is expected to exhibit
progress as cited in the goal or educational outcome statements.
A. Reading
      1. Goal statement
              The student will be able to exhibit at least 70% proficiency of
              grade three skills as specified in the Louisiana English/Language Arts
              GLE Standards, Comprehensive Curriculum and local curriculum
              documents.
      2. Time allotment: Integrated in the teaching of Language Arts, taught in
              structured lessons for a percentage of the 150-minute period
B. English Language Arts/Written Composition
      1. Goal Statement
              The student will be able to exhibit at least 70% proficiency of designated
              grammar, mechanics, usage, and written composition skills within the
              Louisiana English/Language Arts GLE Standards, Comprehensive
              Curriculum, local curriculum documents, and on teacher made evaluation
              instruments.
      2. Time allotment: Integrated in the teaching of Language Arts, taught
               Directly in structured lessons for a percentage of the language arts
               block (150-minute period) and integrated throughout the teaching
               of the core curriculum.
C. Handwriting
      1. Goal Statement
              The student will be able to exhibit legible penmanship in
              accordance with grade three skill achievements listed in the
              Louisiana English/Language Arts GLE Standards and local
              curriculum documents.
      2. Time allotment: Integrated in the teaching of Language Arts, taught
              directly in structured lessons for a percentage of the l50-minute time
              period
D. Spelling
      1. Goal Statement
              The student will be able to exhibit at least 70% proficiency in grade three
              specified spelling skills as listed in the Louisiana
              English/Language Arts GLE Standards and local curriculum documents.
      2. Time allotment: Integrated in the teaching of Language Arts, taught
              directly in structured lessons for a percentage of the 150-minute
              time period




38
E. Mathematics
     1. Goal Statement
           The student will be able to exhibit at least 70% proficiency of grade three
           mathematical skills listed in the Louisiana Mathematics GLE Standards,
           Comprehensive Curriculum and in local mathematics curriculum
           documents.
     2. Time allotment (60 minutes of school day)

F. Science and Social Studies
      1. Goal Statement
            The student will be able to exhibit at least 70% proficiency in concepts and
            skills as specified in the Louisiana Comprehensive Curriculum and GLE
            Standards for Science and Social Studies curriculum documents.
      2. Time allotment (45 minutes per subject of school day)

G. Physical Education and Health
      1. Goal Statement
             The student will be able to exhibit specified rhythmic activities,
             muscular coordination, and develop an awareness of the need for
             correlation between the two.
      2. Time allotment (30 minutes of school day)

H. Music, Arts, and Crafts
      1. Goal Statement
             The student will be able to exhibit proficiency in the grade level skills and
             objectives in the Content Standards and Objectives for the Arts.
     2. Time allotment (30 minutes of school day)

I.     The testing program for grade three students includes:
       1. Criterion reference tests based on the GLE/Content Standards in all
              subject areas taught.
       2. iLEAP State Test
       3. Scantron Benchmark Assessments
       3. DIBELS (Dynamic Indicators of Basic Early Literacy)




39
                              Grade Three Promotion
       As determined by each teacher, a student’s promotion from grade three is based
on the following criteria:

       a.     Pass reading for the session
              Success in the specified reading skills encompassed in the third grade
              Louisiana English/Language Arts GLE Standards, Comprehensive
              Curriculum and local curriculum documents, Reading Skills and
              Comprehension Assessments, reading on-grade level material and
              receiving a final grade of at least "D" at the local level; In addition,
              students utilizing the Project Read program must master a specified unit
              level determined by the time of entry into the program.

       b.     Pass English language arts and mathematics and either Science or
              Social Studies by receiving a session average of at least "D" at the local
              level. (Any student failing a major subject shall be referred to the SBLRC
              for consideration for an Early Intervention Program.)

       c.     Meet minimum attendance requirements

       A student may be promoted if he/she attends a state approved summer school
and meets the above mentioned promotional requirements. A student who fails grade
three must be referred to SBLRC.

       A School Building Level Review Committee at each school shall be comprised
of two selected teachers of the child, the principal, assistant principal, if available. The
SBLRC may place students in the next grade and/or into an appropriate compensatory
program. Such decisions should be based on a careful review of factors affecting a
student’s progress. The school system's curriculum specialists and pupil appraisal
personnel, when warranted, will be available to assist the committee in arriving at a
proper decision if requested by the school principal.

       A student who fails grade three for the second time will be placed in fourth grade
and shall be referred for additional remediation or other services.
Placement of a grade three student is open to review by parent, guardian,
other qualified agency, principal, local school board, superintendent
and/or designee of the superintendent. (See L., Policies on Due Process)




40
                                      Grade Four

        For admittance requirements of grade four students, see School Board Policies
Relative to Pupil Progression.
                                  Grade Four Curriculum
        Students are given instruction in the areas of study listed below. Through active
student participation in courses of study, each student is expected to exhibit progress as
cited in the goal or educational outcome statements.
A. Reading
        1. Goal statement
               The student will be able to exhibit at least 70% proficiency of
               grade four skills as specified in the Louisiana English/Language Arts GLE
               Standards, Comprehensive Curriculum and local curriculum documents.
        2. Time allotment: Integrated in the teaching of Language Arts, taught in
               structured lessons for a percentage of the 150-minute period

B. English language arts/Written Composition
     1. Goal Statement
             The student will be able to exhibit at least 70% proficiency of designated
             grammar, mechanics, usage, and written composition skills within the
             Louisiana Comprehensive Curriculum, English/Language Arts GLE
             Standards, local curriculum documents, and on teacher made evaluation
             instruments.
     2. Time allotment: Integrated in the teaching of Language Arts, taught
             directly in structured lessons for a percentage of the language arts block
             (150 minute period) and integrated throughout the teaching of the core
             curriculum.
C. Handwriting
     1. Goal Statement
             The student will be able to exhibit legible penmanship in
             Accordance with grade four skill achievements listed in the
             Louisiana English/Language Arts GLE Standards and local
             curriculum documents.
     2. Time allotment: Integrated in the teaching of Language Arts, taught
             directly in structured lessons for a specified percentage of the l50-minute
             time period
D. Spelling
     1. Goal Statement
             The student will be able to exhibit 70% proficiency in grade four specified
             spelling skills as listed in the Louisiana English/Language Arts GLE
             Standards and local curriculum documents.
     2. Time allotment: Integrated in the teaching of Language Arts, taught
             directly in structured lessons for a specified percentage of the 150-minute
             time period



41
E. Mathematics
      1. Goal Statement
             The student will be able to exhibit at least 70% proficiency of grade four
             mathematical skills listed in the Louisiana Comprehensive Curriculum,
             Mathematics GLE Standards and in local mathematics curriculum
             documents.
      2. Time allotment: (60 minutes of school day)
F. Social Studies
      1. Goal Statement
             The student will be able to exhibit 70% proficiency in concepts and skills
             as specified in the Louisiana Comprehensive Curriculum, GLE Standards
             for Social Studies and local curriculum documents.
      2. Time allotment: (45 minutes of school day)
G. Science
      1. Goal Statement
             The student will be able to exhibit 70% proficiency in concepts and skills
             as specified in the Louisiana Comprehensive Curriculum, GLE Standards
             for Science and local curriculum documents.
      2. Time allotment: (45 minutes of school day)
H. Physical Education and Health
      1. Goal Statement
             The student will be able to exhibit awareness in the concept of team
             sports with specific attention addressed to co-educational activities.
      2. Time allotment: (30 minutes of school day)
I. Music, Arts, and Crafts
      1. Goal Statement
             The student will be able to exhibit proficiency in the grade level skills and
             objectives in the Content Standards and Objectives for the Arts.
      2. Time allotment: (30 minutes of school day)

J. Remediation Mandate: Grade 4 (LEAP)

K. The testing program for grade four students includes:
      1. Reading Skills Assessments/ Criterion-reference tests
      2. LA State Assessment Test: (LEAP Criterion-referenced--
              administered spring annually) (RS 17:24.4)
      3. Scantron Benchmark Assessments
      4. Voyager Assessments, as warranted




42
                                  Grade Four Promotion
       As determined by each teacher, a student's promotion from grade four is based
on the student's ability to meet the following a-d criteria:
       a.    Pass four of five major subjects--(l) reading, (2) English/Written
             composition, (3) mathematics, (4) science, (5) social studies--with a
             session average of at least "D" at the local level
       b.    Pass one minor subject: (l) spelling, (2) health and physical education, (3)
             music, arts and crafts
       c.    Meet minimum attendance requirements, and
       d.    Score at least one ―Basic‖ and one ―Approaching Basic‖ on the
             English language arts and mathematics components of LEAP (6/2005)
       e.    Exceptional students participating in LEAP must be provided with
             significant accommodations as noted in the student's IEP.

       The fourth grade student who scores ―Unsatisfactory or Approaching Basic‖
on the English language arts and/or mathematics components of LEAP will be offered
an opportunity to attend summer school and to retake the test(s). He/she will be
promoted if he/she meets the promotion criteria listed above. Refusal of summer
school participation and retest must be in writing by the parent, and the student
will not be promoted to the next grade. Students will be offered LEAP summer
school at no cost.

       The School Building Level Review Committee at each school comprised of
two selected teachers of the child, the principal, assistant principal, if available, may
place students in the next grade and/or into an appropriate program only under the
following conditions:
After LEAP Summer School - Exceptions to SDE policy include:
  A.     Policy Override
       The local school system (LEA) may override the State policy for students scoring
       at the Unsatisfactory level in English or mathematics if the student scores at the
       Mastery or Advanced level in the other provided that
        The decision is made in accordance with the Pupil Progression Plan, which
           shall include a referral to the School Building Level Review Committee
           (SBLRC).
        The student has participated in both the Spring and Summer administration
           of LEAP and has attended the summer remediation program offered. (The
           student shall participate in the Summer retest in only the subject which he/she
           scored at the Unsatisfactory achievement level during the Spring test
           administration.)
        Parental consent is granted.

 B.    Retention Limit
       The decision to retain a student in the 4th grade more than once as a result of
       his/her failure to score at or above the Basic/Approaching Basic achievement
       level on LEAP shall be made through the SBLRC committee.
       Students retained in the 4th grade shall take all four components of LEAP.
       For promotional purposes, a student must score at or above the

43
          Basic/Approaching Basic achievement level on the English Language Arts
          and Mathematics components of LEAP only one time.
         If the student has repeated 4th grade and still has not scored
          Basic/Approaching Basic or above, he/she is Administratively Placed (AP)
          in the fifth grade.

C.    Waiver for Students with Disabilities Eligible under the Individuals with
      Disabilities Education Act (IDEA) participating in LEAP Alternate
      Assessment (LAA)
      For the placement of students with disabilities the following applies:
       Students participating in LEAP Alternate Assessment Level 1 (LAA 1):
         Students with disabilities who participate in alternate assessment shall have
         promotion decisions determined by the SBLRC committee.
       Students with disabilities who participate in on-level testing may repeat a
         grade only once. They are Administratively Placed (AP) in the next grade.
         Students who would have qualified for LAA-2 may be waived, if all other SDE
         and local criteria have been met.
       Students who are ―grandfathered‖ from 1998-99 formerly Alternative are
         referred to SBLRC for placement. The criteria for LAA I may be utilized
         which involves age placements. (See page 92)

 D.   Waiver for Limited English Proficient (LEP Students)
      LEP students shall participate in statewide assessment. The SBLRC 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 4 th grade level is
      ineligible for a waiver at the 8th grade level.

 E.   Waiver for Extenuating Circumstances (See High Stakes Test Policy
      page 5, Revised May 2008 and Bulletin 1566

      The School Building Level Review Committee (SBLRC) at each school shall
      place fourth grade students who have already repeated fourth grade, and have
      not scored above ―Unsatisfactory or Approaching Basic‖, into the fifth grade.
      The student will be offered an alternative setting or program, which will
      provide:
       (1) focused instruction in the subject area(s) in which he/she scored at the
      ―Unsatisfactory or Approaching Basic‖ level on LEAP, and
      (2) ongoing instruction on the locally developed curricula for the core
      subject areas.
      Placement is open to review by parent, guardian, other qualified agency,
      principal, local school board, superintendent and/or designee of the
      superintendent. (See E., Policies on Due Process)
      See High Stakes Testing Policy and Appeals Process for Grade 4 (page 2,
      May 2008) and Bulletin 1566




44
                         APPEALS PROCESS FOR GRADE 4

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

      The student’s highest score in English Language Arts and/or Mathematics on
       either the spring or summer LEAP 21 must fall within twenty (20) scaled score
       points of the cutoff score for Basic.
      The student shall have a 3.0 grade point average on a 4.0 scale in the subject(s)
       for which the appeal is being considered.
      The student must have attended the LEAP 21 summer remediation program.
      The student must have taken the LEAP 21 retest given after the LEAP 21
       summer remediation program has been concluded.
      The student must have met State-mandated attendance regulations during the
       regular school year and any locally mandated regulations during the summer
       remediation program.
      The principal and the School Building Level Review Committee (SBLRC) must
       review student work samples and attest that the student exhibits the ability of
       performing at or above the Basic achievement level in the subject for which the
       appeal is being considered.

The appeal must be in writing from the school principal, verified by the
Supervisor of Assessment, and signed by the Superintendent for the placement
to occur. Documentation of actual scores and other information should
accompany the appeals request. [A copy of this appeal must be placed in the
student’s cumulative folder.]
All appeals should be sent to the Office of Supervisor of Assessment.

F. TRANSITION 4TH PLACEMENT:
     Require first-time scoring Approaching Basic/Approaching Basic on the English
     language arts and math components of the fourth grade LEAP test to participate
     in a transitional fourth grade program that could allow them to be promoted to the
     sixth grade if all requirements are met.

     Terrebonne School District shall provide a fourth grade transitional program
     for students meeting the minimum criteria (2010-11).
     1. Minimum criteria for placement into a fourth grade transitional program:
            o the student must score at the Approaching Basic/Approaching Basic
              achievement level on the English language arts and mathematics
              components of LEAP
            o the student must have met all requirements for promotion from the
              fourth grade as outlined in the local pupil progression plan; and
            o the student must participate in both the summer remediation
              program offered by the LEA and the summer retest.


45
     2. Minimum criteria for promotion to the sixth grade from a fourth grade
        transitional program:
           o 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.
           o 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 the in science and social studies on the fourth
               grade LEAP.
           o the student must have met all requirements for promotion from the fifth
               grade as outlined in the local Pupil Progression Plan;

                                                                      [Revised 2010-11]




46
                                       Grade Five

        For admittance requirements of grade five students, see School Board Policies
Relative to Pupil Progression.
                                       Grade Five Curriculum
        Students are given instruction in the areas of study listed below. Through active
student participation in courses of study, each student is expected to exhibit progress as
cited in the goal or educational outcome statements.
A. Reading
        1. Goal statement
               The student will be able to exhibit at least 70% proficiency of
               grade five skills as specified in the Louisiana Comprehensive Curriculum,
               English/Language Arts GLE Standards, and local curriculum documents.
        2. Time allotment: Integrated in the teaching of Language Arts, taught in
                structured lessons for a percentage of the 150-minute period
B. English Language Arts/Written Composition
        1. Goal Statement
               The student will be able to exhibit at least 70% proficiency of designated
               grammar, mechanics, usage, and written composition skills within the
               Louisiana Comprehensive Curriculum, English/Language Arts GLE
               Standards, local curriculum documents, and on teacher made evaluation
               instruments.
        2. Time allotment: Integrated in the teaching of Language Arts, taught
               directly in structured lessons for a percentage of the language arts block
               (150-minute period) and integrated throughout the teaching of the core
               curriculum
C. Handwriting
        1. Goal Statement
               The student will be able to exhibit legible penmanship in
               accordance with the Louisiana English/Language Arts GLE
               Standards and local curriculum documents.
        2.     Time allotment: Integrated in the teaching of Language Arts and other
               core curriculum subjects
D. Spelling
        1. Goal Statement
               The student will be able to exhibit 70% proficiency in grade five specified
               spelling skills as listed in the Louisiana English/Language Arts GLE
               Standards and local curriculum documents.
        2. Time allotment: Integrated in the teaching of Language Arts, taught directly in
               structured lessons for a specified percentage of the 150-minute time
               period

E. Mathematics
     1. Goal Statement
           The student will be able to exhibit at least 70% proficiency of grade five
           mathematical skills listed in the Louisiana Comprehensive Curriculum,

47
              Mathematics GLE Standards and in local mathematics curriculum
              documents.
              Time allotment: (60 minutes of school day)

F. Social Studies
      1. Goal Statement
             The student will be able to exhibit 70% proficiency in concepts and skills
             as specified in the Louisiana Comprehensive Curriculum, GLE Standards
             for Social Studies and local curriculum documents.
      2. Time allotment: (45 minutes of school day)

G. Science
      1. Goal Statement
            The student will be able to exhibit 70% proficiency in concepts and skills
            as specified in the Louisiana Comprehensive Curriculum, GLE Standards
            for Science and local curriculum documents.
      2. Time allotment: (45 minutes of school day)

H. Physical Education and Health
      1. Goal Statement
             The student will be able to exhibit awareness of the concept of team
             sports with specific attention addressed to co-educational activities.
      2. Time allotment: (30 minutes of school day)

I. Music, Arts, and Crafts
     1. Goal Statement
             The student will be able to exhibit proficiency in the grade level skills and
             objectives in the Content Standards and Objectives for the Arts.
     2. Time allotment: (30 minutes of school day)

J. The testing program for grade five students includes:
      1.     Criterion-reference tests based on the GLE/Content Standards for all
             areas taught
      2.     iLEAP State Test
      3.     Scantron Benchmark Assessments
      4.     Voyager Assessments, as warranted.




48
                                 Grade Five Promotion

       As determined by each teacher, a student's promotion from grade five is based
on the student's ability to meet the following a-c criteria:

       a.     Pass four of five major subjects--(l) reading, (2) English/Written
              composition, (3) mathematics, (4) science, (5) social studies--with a
              session average of at least "D" at the local level

       b.     Pass one minor subject: (l) spelling, (2) health and physical education, (3)
              music, arts and crafts

       c.     Meet minimum attendance requirements.

       A student may be promoted if he/she attends a state approved summer school
and meets the above mentioned promotional requirements. A student who fails grade
five must be referred to the SBLRC.

       A School Building Level Review Committee at each school shall be comprised
of two selected teachers of the child, the principal, assistant principal, if available. The
SBLRC may place students in the next grade and/or into an appropriate program. Such
decisions should be based on a careful review of factors affecting a student’s progress.
The school system's curriculum specialists and pupil appraisal personnel, when
warranted, will be available to assist the committee in arriving at a proper decision if
requested by the school principal.

      A student who fails grade five for the second time will be placed in sixth grade
and shall be referred for additional remediation or other services.

        Placement of a grade five student is open to review by parent, guardian, other
qualified agency, principal, local school board, superintendent and/or designee of the
superintendent. (See L., Policies on Due Process)




49
                                          Grade Six
        For admittance requirements of grade six students, see School Board Policies
Relative to Pupil Progression.
                                    Grade Six Curriculum
Students are given instruction in the areas of study listed below. Through active student
participation in courses of study, each student is expected to exhibit progress as cited in
the goal or educational outcome statements.
A. Reading
        1. Goal statement
               The student will be able to exhibit at least 70% proficiency of
               grade six skills as specified in the Louisiana Comprehensive Curriculum,
               English/Language Arts GLE Standards and local curriculum documents.
        2. Time allotment: Integrated in the teaching of Language Arts, taught in
               structured lessons for a percentage of the 150-minute period

B. English language arts/Written Composition
     1. Goal Statement
             The student will be able to exhibit at least 70% proficiency of designated
             grammar, mechanics, usage, and written composition skills within the
             Louisiana Comprehensive Curriculum, English/Language Arts GLE
             Standards, local curriculum documents, and on teacher made evaluation
             instruments.
     2. Time allotment: Integrated in the teaching of English language arts/written
             composition, taught directly in structured lessons for a percentage of the
             language arts block (150-minute period) and integrated throughout the
             teaching of the core curriculum

C. Handwriting
     1. Goal Statement
             The student will be able to exhibit legible penmanship in
             Accordance with the Louisiana English/Language Arts GLE
             Standards and local curriculum documents.
     2. Time allotment: Integrated in the teaching of Language Arts/Written
             Composition, and other core curriculum subjects

D. Spelling
     1. Goal Statement
            The student will be able to exhibit 70% proficiency in grade six specified
            spelling skills as listed in the Louisiana English/Language Arts GLE
            Standards and local curriculum documents.

       2. Time allotment: Integrated in the teaching of Language Arts, taught
             directly in structured lessons for a specified percentage of the 150-minute
             time period




50
Mathematics
     3. Goal Statement
            The student will be able to exhibit at least 70% proficiency of grade six
            mathematical skills listed in the Louisiana Comprehensive Curriculum,
            Mathematics GLE Standards and in local mathematics curriculum
            documents.
     2.     Time allotment: (60 minutes of school day)

E. Social Studies
      1. Goal Statement
             The student will be able to exhibit 70% proficiency in concepts and skills
             as specified in the Louisiana Comprehensive Curriculum, GLE Standards
             for Social Studies and local curriculum documents.
      2. Time allotment: (45 minutes of school day)

F. Science
      1. Goal Statement
            The student will be able to exhibit 70% proficiency in concepts and skills
            as specified in the Louisiana Comprehensive Curriculum, GLE Standards
            for Science and local curriculum documents.
      2. Time allotment: (45 minutes of school day)

G. Physical Education and Health
      1. Goal Statement
             The student will be able to exhibit awareness in the concept of team
             sports with specific attention addressed to co-educational activities.
      2. Time allotment: (30 minutes of school day)

H. Music, Arts, and Crafts
     1. Goal Statement
             The student will be able to exhibit proficiency in the grade level skills and
             objectives in the Content Standards and Objectives for Art.
     2. Time allotment: (30 minutes of school day)

J. The testing program for grade six students includes:
      1.     Criterion-reference tests based on the Content Standards for all areas
             taught
      2.     iLEAP State Test
      3.     Scantron Benchmark Assessments




51
                                    Grade Six Promotion

      As determined by each teacher, a student's promotion from grade six is based on the
student's ability to meet the following a-c criteria:

       a.     Pass four of five major subjects--(l) reading, (2) English/Written composition, (4)
              mathematics, (5) science, (6) social studies--with a session average of at least
              "D" at the local level

       b.     Pass one minor subject: (l) spelling, (2) health and physical education, (3)
              music, arts and crafts

       c.     Meet minimum attendance requirements.

       A student may be promoted if he/she attends a state approved summer school and
meets the above mentioned promotional requirements. A student who fails grade six must be
referred to the SBLRC.

       A School Building Level Review Committee at each school shall be comprised of
two selected teachers of the child, the principal, assistant principal, if available. The SBLRC
may place students in the next grade and/or into an appropriate program. Such decisions
should be based on a careful review of factors affecting a student’s progress. The school
system's curriculum specialists and pupil appraisal personnel, when warranted, will be
available to assist the committee in arriving at a proper decision if requested by the school
principal.

       A student who fails grade six for the second time will be placed in seventh grade and
shall be referred for additional remediation or other services.

      Placement of a grade six student is open to review by parent, guardian, other qualified
agency, principal, local school board, superintendent and/or designee of the superintendent.
(See L., Policies on Due Process)




                                                                                               52
                                          Grade Seven
       For school admittance requirements of grade seven students see School Board
Policies Relative to Pupil Progression.
                                   Grade Seven Curriculum
       Students are given instruction in the areas of study listed below. Through active
student participation in courses of study, each student is expected to exhibit progress as cited
in the goal or educational outcome statements.
A. Reading
       Goal Statement
       The student will be able to exhibit at least 70% proficiency of grade level skills as
       specified in the Louisiana Comprehensive Curriculum, GLE Standards and local
       curriculum documents.

B. English Language Arts/Written Composition
     Goal Statement
     The student will be able to exhibit at least 70% proficiency of designated writing,
     grammar, mechanics, usage, and written composition skills within the Louisiana
     Comprehensive Curriculum, English/Language Arts GLE Standards, local curriculum
     documents, and on teacher made evaluation instruments.

C. Handwriting (Integrated in the teaching of English/Written Composition and other core
     curriculum courses)
     Goal Statement
     The student will be able to exhibit legible penmanship in accordance with the Louisiana
     English/Language Arts GLE Standards and local curriculum documents.

D. Spelling / Vocabulary (Integrated in the teaching of Reading, taught directly in structured
     lessons for a specified percentage of the time devoted to       Reading)
     Goal Statement
     The student will be able to exhibit proficiency in grade level spelling / vocabulary skills
     as listed in the Louisiana English/Language Arts GLE Standards and local curriculum
     documents.

E. Mathematics
     Goal Statement
     The student will be able to exhibit at least 70% proficiency of grade level skills as listed
     in the Louisiana Comprehensive Curriculum, Mathematics GLE Standards and in local
     mathematics curriculum documents.

F. Social Studies
     Goal Statement
     The student will be able to exhibit 70% proficiency in concepts and skills as specified in
     the Louisiana Comprehensive Curriculum, GLE Standards for Social Studies and local
     curriculum documents.




                                                                                               53
G. Science
     Goal Statement
     The student will be able to exhibit 70% proficiency in concepts and skills as specified in
     the Louisiana Comprehensive Curriculum, GLE Standards for Science and local
     curriculum documents.

H. Health and Physical Education
     Goal Statement
     The student will be able to exhibit awareness in the concepts of team sports with
     specific attention addressed to co-educational activities and introduction of lifetime
     sports activities with an emphasis on cardiovascular conditioning.

I. Band (7th Grade Elective)
      Goal Statement
      The student will be able to exhibit proficiency in concepts and skills specified in the
      Louisiana Content Standards for the Arts and local curriculum documents.

J. The testing program for grade seven students includes:

       a.     Locally constructed Criterion-referenced Tests based on the Louisiana
              Comprehensive Curriculum, GLE/Content Standards and local curriculum
              documents for all subjects taught
       b.     iLEAP State Test
       c.     Scantron Benchmark Assessments
       d.     Tests that accompany adopted curriculum materials




                                                                                                54
                                   Grade Seven Promotion

       As determined by each teacher, a student's promotion from grade seven is based on
the student's ability to meet the following a-c criteria:

      a.     Pass four of five major subjects -- (l) reading, (2) English/Written composition,
             (3) mathematics, (4) science, (5) social studies -- with a session average of at
             least "D" at the local level

      b.     NOTE: For schools on 4 X 4 schedules -- In order to be promoted, a student
             may not fail more than one major subject. **

             (**Any student failing is subject to SBLRC review.)

      c.     Meet minimum attendance requirements

       A student may be promoted if he/she attends a state approved summer school and
meets the above mentioned promotional requirements. A student who fails grade seven must
be referred to the SBLRC.

        A School Building Level Review Committee at each school shall be comprised of
two selected teachers of the child, the principal, assistant principal, if available. The SBLRC
may place students in the next grade and/or into an appropriate compensatory program.
Such decisions should be based on a careful review of factors affecting a student’s progress.
The school system's curriculum specialists and pupil appraisal personnel, when warranted,
will be available to assist the committee in arriving at a proper decision if requested by the
school principal.

       A student who fails grade seven for the second time will be placed in eighth grade and
shall be referred for additional remediation or other services.

        Placement of a grade seven student is open to review by parent, guardian, other
qualified agency, principal, local school board, superintendent and/or designee of the
superintendent. (See L., Policies on Due Process)




                                                                                             55
                                       Grade Eight
       For school admittance requirements of grade eight students see School Board Policies
Relative to Pupil Progression.

                                    Grade Eight Curriculum
       Students are given instruction in the areas of study listed below. Through active
student participation in courses of study, each student is expected to exhibit progress as cited
in the goal or educational outcome statements.
A.     Reading
       Goal Statement
       The student will be able to exhibit at least 70% proficiency of skills in reading as
       specified in the Louisiana Comprehensive Curriculum, English/Language Arts GLE
       Standards and local curriculum documents.

B.    English Language Arts/Written Composition
      Goal Statement
      The student will be able to exhibit at least 70% proficiency of designated writing,
      grammar, mechanics, usage, and written composition skills within the Louisiana
      Comprehensive Curriculum, English/Language Arts GLE Standards and local
      curriculum documents.

C.    Handwriting (Integrated in the teaching of English/Written Composition and other core
      curriculum courses)
      Goal Statement
      The student will be able to exhibit legible penmanship in accordance with the Louisiana
      English/Language Arts GLE Standards and local curriculum documents.

D.    Spelling / Vocabulary (Integrated in the teaching of Reading, taught directly in
      structured lessons for a specified percentage of the time devoted to Reading.)
      Goal Statement
      The student will be able to exhibit proficiency in grade level spelling / vocabulary skills
      as listed in the Louisiana English/Language Arts GLE Standards and local curriculum
      documents.

E.    Mathematics
      Goal Statement
      The student will be able to exhibit at least 70% proficiency of grade level skills as listed
      in the Louisiana Comprehensive Curriculum, Mathematics GLE Standards and in local
      curriculum documents.

F.    Social Studies
      Goal Statement
      The student will be able to exhibit 70% proficiency in concepts and skills as specified in
      the Louisiana Comprehensive Curriculum, GLE Standards for Social Studies and local
      curriculum documents.




                                                                                                56
G.    Science
      Goal Statement
      The student will be able to exhibit 70% proficiency in concepts and skills as specified in
      the Louisiana Comprehensive Curriculum, GLE Standards for Science and local
      curriculum documents.

H.    Health and Physical Education
      Goal Statement
      The student will be able to exhibit awareness in the concepts of team sports with
      specific attention addressed to co-educational activities and introduction of lifetime
      sports activities with an emphasis on cardiovascular conditioning.

I.    Band (8th Grade Elective)
      Goal Statement
      The student will be able to exhibit proficiency in concepts and skills specified in the
      Louisiana Content Standards for the Arts and local curriculum documents.

J.   Vocal Music (8th Grade Elective)
            Goal Statement
            The student will be able to exhibit proficiency in concepts and skills as specified
            in the Louisiana Content Standards for the Arts and local curriculum documents.

K. Remediation Mandate: Grade 8 (LEAP)

L. The testing program for grade eight students includes:
             1. Locally constructed Criterion-referenced Tests based on the
                 Louisiana Content/GLE Standards and local curriculum documents for all
                 subjects taught
             2. LA State Assessment Test: (LEAP Criterion-referenced—
                 Administered spring annually) RS 17:24.4
             3. Scantron Benchmark Assessments
             4. Tests that accompany adopted curriculum materials




                                                                                                57
                                  Grade Eight Promotion

       As determined by each teacher, a student’s promotion from grade eight is based on the
       student’s ability to meet the following a-d criteria:

       a.    Pass four of five major subjects – (l) reading, (2) English/Written composition,
                    (3) mathematics, (4) science, (5) social studies – with a session average
                    of at least ―D‖ at the local level;
       b.    NOTE: For schools on 4 X 4 schedules – In order to be promoted, a student
             may not fail more than one major subject. **
             (**Any student failing is subject to SBLRC review.)
       c.    Meet minimum attendance requirements, and
       d.    Score at least one ―Basic‖ and one ―Approaching Basic‖ on the
             English language arts and mathematics components of LEAP *(6/2005)

       The eighth grade student who scores ―Unsatisfactory‖ or ―Approaching Basic‖ on
       the English language arts and/or mathematics components of LEAP will be offered an
       opportunity to attend summer school and to retake the test(s) at no cost. He/she will
       be promoted if he/she meets the promotion criteria listed above. Refusal of summer
       school participation must be in writing by the parent, and the student will not be
       promoted to the next grade and will be classified as a repeater. A Repeating
       Grade 8 Student will retake all four components of LEAP.



                                     High Stakes Test Policy

Beginning with the 2005-06 School Session and thereafter:
―A student may not be promoted to 9th grade until he or she has scored at or above the
Basic achievement level on either the English Language Arts or Mathematics
component on the 8th grade LEAP and at the Approaching Basic level on the other.‖
(High Stakes Testing Policy 6/2005; Revised May, 2008))

For promotional purposes, the student must score at the Basic/Approaching Basic
achievement level on the English Language Arts and Mathematics components of the LEAP
only one time. Exceptional students participating in LEAP must be provided with significant
accommodations as noted in the student’s IEP.

Grade 8 Waiver:
After the summer retest (beginning in 2006), a school system, through its
superintendent, may consider a waiver for an 8th grade student who has scored at the
Approaching Basic level on BOTH the English Language Arts and Mathematics
components of LEAP. The district may grant the waiver in accordance with the local
Pupil Progression Plan provided the following criteria are met:

      The student may be promoted (AP)to the 9th grade, provided that he or she has scored


                                                                                          58
       at the Approaching Basic level on both the English Language Arts and Mathematics
       components of LEAP, has attended the LEAP summer remediation program offered by
       the District, and has taken the summer retest administered at the conclusion of the
       summer program.(AB/AB)

      The student must retake the component(s) (English Language Arts and/or
       Mathematics) of the retest on which a score of Approaching Basic or below was
       attained on the spring test.

Eighth Grade Repeaters:

The student who has repeated the 8th grade may be either:
    Retained again in the 8th grade. [Students repeating the 8th grade will retake all four
      components of LEAP.]
    Administratively Placed (AP) to Grade 9 and must take and pass a remedial course
      in any subjects in which the student scored Unsatisfactory (ELA/Math).
      Recommendation is State Developed ELA and Math Courses. Revised (2010-11)
    Promoted to the 9th grade, provided that the student has scored at the Approaching
      Basic level on either the English Language Arts or Mathematics component of LEAP
      has attended the current year LEAP summer remediation program offered by the
      District in, at a minimum, the Unsatisfactory subject, and has taken the summer retest
      administered at the conclusion of the summer program. If promoted with an
      Unsatisfactory on the English Language Arts or Mathematics component of
      LEAP, the student must enroll in and PASS a high school remedial course in the
      Unsatisfactory subject (English language arts or mathematics) before enrolling
      in or earning Carnegie credit for English or mathematics.
      OR,
    Placed in the Pre-GED/Skills Options Program that shall be available to students
      who meet criteria as outlined in Bulletin 741: Louisiana Handbook for School
      Administrators, (#2907).
    Placed in a Career Diploma Pathway if all criteria are met.

LEAP Testing
   Students repeating 8th grade will retake all four components of LEAP.
   Students in Grade 9 will take the appropriate EOC test (Algebra).

       The School Building Level Review Committee at each school comprised of two
       selected teachers of the child, the principal, assistant principal, if available, may place
       students in the next grade and/or into an appropriate program only under the following
       conditions:

       OTHER PLACEMENT OPTIONS:
       After LEAP Summer School – Exceptions to SDE policy include:
       A. Policy Override
       The local school system (LEA) may override the State policy for students scoring at the
       Unsatisfactory level in English or mathematics if the student scores at the Mastery or
       Advanced level in the other provided that


                                                                                                59
   The decision is made in accordance with the Pupil Progression Plan, which shall
    include a referral to the School Building Level Review Committee (SBLRC).
   The student has participated in both the Spring and Summer administration of
    LEAP and has attended the summer remediation program offered. (The student
    shall participate in the Summer retest in only the subject which he/she scored at the
    Unsatisfactory achievement level during the Spring test administration.); and
   Parental consent is granted.

B. Policy Override—8th Grade only
The local school system (LEA) may override the State policy for 8th 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:
    The student scored Approaching Basic or above on the Science and Social
       Studies components of LEAP;
    The student had an overall 2.5 grade point average on a 4.0 scale;
    The student had a minimum 92% attendance during the school year;
    The decision is made in accordance with the local Pupil Progression Plan, which
       may include a referral to the School Building Level Committee (SBLC)
    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 achievement level during the spring test
       administration); and
    Parental consent is granted.
   If a student meets the criteria for this override, and is promoted with an
   Unsatisfactory, the student shall participate in and pass a high school remedial
   course in the Unsatisfactory subject before enrolling in or earning Carnegie credit
   for English or mathematics.


B. Students with Disabilities Eligible under the Individuals with Disabilities
   Education Act (IDEA) participating in LEAP Alternate Assessments (LAA):
    Students participating in LEAP Alternate Assessment, Level 1 (LAA 1),
      shall have promotion decisions determined by the SBLRC committee. [The
      criteria for LAA I may be utilized which includes age placements.] (See page
      92)
    Students with disabilities who participate in the LEAP Alternate Assessment,
      Level 2 (LAA-2), shall have promotion decisions determined by the SBLRC.
      LAA 2 students must meet the B/AB combination in ELA/ Math and meet all
      other criteria.

C. Waiver for Limited English Proficient (LEP Students)
   LEP students shall participate in statewide assessment. The SBLRC 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.


                                                                                      60
D. Waiver for Extenuating Circumstances
   A school system, 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 extenuating circumstances as
   verified through appropriate documentation:
    a physical illness or injury that is acute or catastrophic in nature.
    a chronic physical condition that is in an acute phase.
    court-ordered custody issues.(See High Stakes Policy, May 2008)

E. Pre-GED/Skills Option Program (OPTION 3) shall be available to
      students who meet criteria as outlined in Bulletin 741: Louisiana
      Handbook for School Administrators, § 2907. [Last semester offered.]

         Enrollment in this program is voluntary.

         Parental/Guardian and/or adult student consent form must be signed.

         Counseling will be provided regarding career options, academic and skills
          training and a Career Option Plan.

         Student must be 16 years of age or older or will turn 16 before the end of the
          school year.

         Student has repeatedly demonstrated lack of success on LEAP/GEE test(s)
          required for high school graduation or grade level progression; or the student
          has participated in Alternate Assessment.

         Program will include three hours of academic skills courses and three hours
          of career/skills preparation.

         Courses will have no more than a 20:1 student teacher ratio.

         Carnegie units may be offered (not required).

         EXIT: Any student who decides to exit the Option 3 program prior to
          completion must return to his/her original program in the exact spot that
          he/she left. Example: (1) A 10th grade student would return to 10th grade and
          is subject to taking the GEE. (2) An 8th grade student would return to 8th
          grade and would be subject to the 8th grade LEAP requirements. Upon
          returning to their original program, they are subject to all promotional
          requirements at that grade level.




                                                                                      61
F. CAREER PATHWAY
   Graduation requirements for the Career Diploma may be found in §2319 of Bulletin
   741.
   1. Entrance requirements
    Any student who is at least fifteen years of age or will attain the age of fifteen during
     the next school year, who scored at least at the Approaching Basic level on either
     the English language arts or mathematics component of the eighth grade LEAP test,
     and meets the criteria established in the Pupil Progression Plan of the LEA where
     the student is enrolled, may be promoted to the ninth grade for the purpose of
     pursuing a career diploma. (Bulletin 1566 §503)
      o The student must successfully complete the LEAP summer remediation
        program in the subject area of the component of the eighth grade LEAP test on
        which he/she scored at the Unsatisfactory level and must take the summer
        retest.
      o The student must have achieved a minimum cumulative grade point average of
        1.5 on a 4.0 scale for course work required for completion of the eighth grade.
      o Acceptable Attendance Standards: For the 2009-2010 school year, students
        must meet the attendance requirements in the Pupil Progression Plan. For
        2010-2011 and following, students must meet the state minimum attendance
        requirements to be eligible to receive grades.
      o Acceptable Behavior Standards:          Students       must     meet   the   behavior
        requirements in the Pupil Progression Plan.



2. Participation Requirements
      A student must participate in a dropout prevention and mentoring program during
      his first year in high school as approved by the BESE. Acceptable programs
      include research-based dropout prevention programs such as Jobs for America’s
      Graduates Multi-Year Program, Graduation Coach Program, or the school district
      may submit to the DOE a proven-effective, research-based dropout prevention and
      mentoring program other than the two listed above for approval by BESE. All
      programs must include the following components:
             An academic catch-up component to address all the area(s) of student
              deficiency,
             An adult mentoring component with an emphasis on workforce awareness
              and readiness,
             A work awareness and work readiness skills component, and
             A work-based learning component,             such    as    job   shadowing/job
              exploration/paid internships.



                                                                                           62
   3. Every student who seeks to pursue a career diploma shall have the written
   permission of his/her parent or other legal guardian on the Career Diploma
   Participation Form after a consultation with the school guidance counselor or other
   school administrator. The student and parent must be informed of the advantages and
   disadvantages of the different diploma pathways. The signature of the student and
   parent or guardian indicates that a determination has been made that the pursuit of a
   career diploma is appropriate and in the best interest of the student. The school
   principal shall also sign the form acknowledging that appropriate counseling has taken
   place. (Bulletin 1566 §503)
4. Prior to the beginning of the school year, students may switch from the Career Diploma
   pathway to the College and Career Diploma pathway or vice versa, provided all
   requirements are met. (Bulletin 741 §2317 G. and H.)
5. All ninth graders in the College and Career Diploma will be enrolled in the LA Core 4
   curriculum. After the student has attended high school a minimum of two years, the
   student with parental permission may choose to complete the LA Basic Core
   Curriculum, provided all the requirements are met. (Bulletin 741 §2318 A.)
6. In addition to completing a minimum of 23 or 24 Carnegie credits, students must meet
   the assessment requirements to earn a College and Career diploma or a Career
   Diploma. (Bulletin 741 §2318 B. and §2319 B.)


Placement is open to review by parent, guardian, other qualified agency, principal, local
school board, superintendent and/or designee of the superintendent. (See L., Policies on
Due Process) See High Stakes Testing Policy and Appeals Process for Grade 8,
Bulletin 1566.




                                                                                       63
      G. ENTERING NINTH GRADE REQUIREMENTS:

                        Remediation Math and Remediation English
                                       2010- 2011


Any student entering 9th grade having scored Unsatisfactory in math or English on the 8th
grade LEAP test must enroll in and pass a high school remedial course in the unsatisfactory
subject before earning Carnegie credit for any other English or math course. Terrebonne
Parish will use the following courses for these students.

Course Title                           Vista Course       State Course
                                       Code               Code
ELA Prep 9th grade (state                   120003              120323
developed) Remediation
Reading I                                  120321               120321

Math Prep 9th grade (state                 160003               160313
developed) Remediation
Introduction to                            160316               160336
Algebra/Geometry


It is highly recommended that students take Remediation English/Math as the course.
If necessary, Reading I and/or Introduction to Algebra/Geometry may be used.
                                                                           Revised 2010-11




                                    HIGH SCHOOL OFFERINGS

                                  Grade 9 Scheduling Guidelines

       Ninth grade students who scored Approaching Basic on the 8th grade LEAP will be
scheduled into Algebra I, Part 1 and Reading I in the fall term. They will be scheduled into
Algebra I, Part 2 and English I in the spring term. This will allow for content strengthening in
the two major subject areas.
       [REFUSAL TO SCHEDULE THESE COURSES WILL REQUIRE A PARENTAL SIGN-
OFF.]
       Ninth grade students who scored basic and above on the 8th grade LEAP will be
scheduled into Algebra I and English I in the fall term. These students will be scheduled to
take Algebra Enrichment and Basic Composition I in the spring term.




                                                                                             64
                                GRADES NINE THROUGH TWELVE

As determined by each teacher, a student’s classification is based on the student’s ability to
receive, at the end of each school session, at least a ―D‖ average in each course taken with
the total units of course credit equaling specified classification status below.
A..     Promotion/Classification                          Units
        a. Sophomore or tenth grade status                5 and 2nd year high school
        b. Junior or eleventh grade status                11 and 3rd year high school
        c. Senior or twelfth grade status                 17 and 4th year high school
        d. Graduation                                     23 units;
                                                          24 units beginning with the incoming
                                           freshman class of 2008-09 and beyond.
*All fourth year seniors are required to schedule a minimum of two units per term, or, be
enrolled in an approved university, technical college, or military.

B..   In addition to completing a minimum of 23/24 Carnegie credits, students must pass
      the English language arts and mathematics components of the GEE (Graduate Exit
      Exam) and either the science or social studies portions of GEE to earn a standard high
      school diploma. For students with disabilities who have passed two of the three
      required components of the GEE and have exhausted all opportunities available
      through the end of the 12th grade to pass the remaining required component, the GEE
      component may be waived by the Superintendent of Education if the (LA) Department
      of Education determines the student’s disability significantly impacts their ability to pass
      the final required GEE component. Identified LAA 2 students may substitute a LAA 2
      test to meet diploma criteria. Incoming freshmen in 2010-2011 and beyond must pass
      End-of-Course Tests (EOC) in the following categories:
                  o English II or English III
                 o Algebra I or Geometry
                 o Biology or American History
C..   Provisional eligibility criteria for a Certificate of Achievement*; Special Education
      Exits–Revised 6/06

The rationale for continuing our present High School Curriculum is as follows:
      1.      The recent update of the high school program of studies
      2.      Implementation of mandated course of study outlines in the LA Comprehensive
              Curriculum/GLE/curriculum content standards and local curriculum documents
      3.      Validity of the elementary promotional criteria, and
      4.      Implementation of the LEAP/GLE Standards at the secondary level by the
              Louisiana State Department of Education.

      Twice annually (December and May), the EOC (End-of-Course) tests in Algebra I,
      English II, Geometry, Biology, English III (projected 2012), and American History
      (projected 2014) will be administered online by the State Department of Education.
                                                                             Revised 2010-11


                                                                                                 65
Annually each spring, the Louisiana Department of Education will provide State tests
(LEAP-GEE) to be administered to tenth grade students. The test items are designed
to assess performance in English/language arts, written composition, and
mathematics. The State science and social studies test components will be
administered to eleventh grade students. All tenth grade students who did not meet
the minimum score on the Louisiana Educational Assessment Program tests in the
spring will be provided remedial education as funded by the Louisiana State
Department of Education.

All students classified as sophomores are required to take the Louisiana Graduation
Exit Exam (GEE). Students must pass this test and earn 23 Carnegie units, 24 units
for incoming freshman in 2008-09 and thereafter, specified by the Louisiana State
Board of Elementary and Secondary Education in order to receive a high school
diploma. Present passing criteria is Approaching Basic level. . Incoming freshmen
in 2010-2011 and beyond must pass End-of-Course Tests (EOC) in the following
categories:
          o English II or English III
          o Algebra I or Geometry
          o Biology or American History
The testing program for grade nine students includes:
a.    Locally constructed criterion referenced tests based on the Louisiana
      Comprehensive Curriculum, GLE/Content standards and local curriculum
      documents for all subjects in which students are enrolled
b.    EOC (End-of-Course) Exam – Algebra I (December and May)

The testing program for grade ten students includes:
a.    Locally constructed criterion referenced tests based on the Louisiana
      Comprehensive Curriculum, GLE/ Content standards and local curriculum
      documents for all subjects in which students are enrolled
b.    Louisiana State Test: Graduation Exit Exam (GEE): Act 146 – Spring Annually
      (English Language Arts and Mathematics)
c.    State Re-test Exam (Fall- GEE, June-GEE)
d.    Exceptional students participating in LEAP must be provided with significant
      accommodations as noted in the student’s IEP.
e.    EOC (End-of-Course) Exam –English II, Geometry, Biology (December and
      May)
The testing program for grade eleven students includes:
a.    Locally constructed criterion referenced tests based on the Louisiana
      Comprehensive Curriculum, GLE/Content standards and local curriculum
      documents for all subjects in which students are enrolled
b.    Louisiana State Test: Graduation Exit Exam (GEE): Act 146 – Spring Annually
      (Science, Social Studies)
c.    State Re-test Exam (Fall-GEE, June-GEE)
d.    EOC (End-of-Course) Exam—English III (December and May) annually (2012)
e.    Exceptional students participating in LEAP must be provided with significant
      accommodations as noted in the student’s IEP.                 Revised 2010-11


                                                                                   66
      The testing program for grade twelve students includes:
      a.    Locally constructed criterion referenced tests based on the Louisiana
            Comprehensive Curriculum, GLE/ Content standards and local curriculum
            documents for all subjects in which students are enrolled
      b.    Graduation retest: GEE (October, February, Spring, and June)

      In the following section entitled ―Logical Grade Level Offerings,‖ although only the
      logical grade level is listed for each subject, deviations may be made by the counselor,
      with concurrence of the principal, in meeting individual student’s needs. Included in the
      section are the subjects that may be offered in all schools serving the appropriate
      grade level. Individual schools may wish to offer other units of credit. These may be
      offered with the approval of the Assistant Superintendent of elementary and secondary
      curriculum and instruction and the appropriate state agency when necessary.
      Students are given instruction in the elective areas of study only if there are enough
      students scheduling said course(s) to economically justify such offering(s). Through
      active student participation in the course(s) of study, each student is expected to
      exhibit a minimum of 70% progress in specified skills as stipulated in the course
      outlines/curriculum guide, and Louisiana Comprehensive Curriculum, GLE/Content
      Standards and local curriculum document which is presently utilized by Terrebonne
      Parish teachers and state curriculum guides published by the State Department of
      Education.

                                Logical Grade Level Offerings
Courses on 4 x 4 schedules shall be no less than 90 minutes of instructional time in a four
period day.
        One unit of credit may be earned in each of these elective courses. The Art courses
must be scheduled in consecutive order.
Subject and Logical Grade Level                 9             10            11    12
Art I                                           X             X             X     X
Art II                                                        X             X     X
Art III                                                                     X     X
Art IV                                                                            X
Arts/Crafts                                     X             X
Multimedia (Photography)                                                    X     X
Fine Arts Survey*                                                                 X

* Also listed in Music
        All Business and Office Education courses are electives and receive one-half or one
unit of credit with the exception of cooperative office education (three units are given for
successful classroom and job performance). Introduction to Business Computer
Applications/or Keyboarding I & II are prerequisite for Business Computer Applications, Office
Machines and Administrative Support Occupations. A unit of Introduction to Business
Computer Applications and one unit in one of the following: Desktop Publications I,
Accounting I, or Business Computer Applications I/II or Word Processing, is recommended
before Cooperative Office Education may be scheduled.



                                                                                              67
Subject and Logical Grade Level                 9            10            ll    12
Introduction to Business                        X            X             X     X
Introduction to Business Computers              X            X             X     X
       Applications
Desktop Publication I                           X            X             X     X
Keyboarding                                     X            X             X     X
Keyboarding Applications                        X            X             X     X
Keyboarding Productions I and II                             X             X     X
Retail & Merchandising                                                     X     X
Principles of General Marketing I/II                                       X     X
Cooperative Marketing Education I/II                                       X     X
Accounting I                                                 X             X     X
Computerized Accounting                                                    X     X
Business Computer Applications                               X             X     X
Office Machines                                              X             X     X
Speedwriting                                                 X             X     X
Cooperative Office Education                                                     X
Financial Mathematics **                                                   X     X
Business Law                                                               X     X
Word Processing I and II                                                   X     X
Administrative Support Occupations                                               X
**Also taught in Math
NOTE:         It is highly recommended that students desiring to pursue a business
curriculum delay the scheduling of Introduction to Business Computers until they
have earned sophomore classification. It is highly recommended that
Administrative Support Occupations (ASO) and Cooperative Office Education be
scheduled in consecutive semesters–senior year.

A one-unit computer-related course is required for a standard diploma and the Career
Diploma Pathway. One unit of credit is given for the successful completion of the computer
science course.
Subject and Logical Grade Level                     9             10             11     12
Computer Science I and II                                                        X      X
Computer Electronic Networking I/II                                              X      X
Cooperative Distributive Education is an elective. Cooperative Distributive Education I is a
prerequisite for Cooperative Distributive Education II. Three units of credit may be earned for
the successful completion of classroom work and on-the-job training.
Subject and Logical Grade Level                     9             10             11     12
Cooperative Distributive Education I                                             X      X
Cooperative Distributive Education II                                                   X
Four units of credit in English are required for graduation. For incoming freshmen in 2008-09
and beyond who are completing the Louisiana Basic Core Curriculum, the minimum course
requirements for graduation shall be the following. Three of the four units must be English, I,
II, and III. The fourth unit may be English IV or Senior Applications in English. The English
courses must be scheduled in consecutive order. For incoming freshmen in 2008-2009
and beyond who are completing Louisiana Core 4 Curriculum, minimum course requirements
shall be the basic core English I, II, III, and IV. (Speech I is a prerequisite for either Speech II


                                                                                                 68
or Speech III.)
Subject and Logical Grade Level                    9                 10             11    12
English I                                          X
English II                                                           X
English III                                                                         X
English IV                                                                                X
Journalism                                                                          X     X
Speech I                                           X                 X              X     X
Speech II                                                            X              X     X
Speech III                                                           X              X     X
Reading                                            X                 X
Senior Applications in English                                                            X
Basic Composition I                                X
        Foreign Languages are elective course offerings. Three units in French and three
units in Spanish will be offered, provided there are enough students scheduling these courses
to economically justify the establishment of these classes. Each of these must be completed
in consecutive order: French I, II, III, Spanish I, II, III. It is advisable that a student schedule a
minimum of two units in the same foreign language to meet requirements for TOPS.

Subject and Logical Grade Level                  9            10           11      12
Conversational French                            X            X            X       X
French I                                         X            X            X       X
French II                                                     X            X       X
French III                                                                 X       X
Spanish I                                        X            X            X       X
Spanish II                                                    X            X       X
Spanish III                                                                X       X
       Physical education must be scheduled each year until two units have been
satisfactorily completed. [Health Education, Physical Education I, and Physical Education II,
or adapted Health and Physical Education I and Health and Physical Education II or Adapted
Physical Education for eligible special education student(s)] Students may be exempted from
the requirements in health and physical education for medical reasons only; however, the
minimum number of units of credit required for graduation shall remain twenty-three (23 or 24-
Freshmen). The physical education electives will be offered for one-half (1/2) unit of credit
per semester.
Subject and Logical Grade Level                  9            10           11      12
Physical Education I (1 or ½ unit)               X
Physical Education II (1 or ½ unit)                           X
Health and Physical Education III                                          X
Health and Physical Education IV                                                   X
Health Education (1/2 unit)                      X            X
Driver Education (1/2 unit) (Summer School)                   X
NOTE:          A combination of P.E. I and II will total one and one-half (1 ½) units. When
               taken in combination with Health Education, P.E. I or II will be given ½ unit
               credit.
       Family and Consumer Science I shall be prerequisite to Family and Consumer
Science II. Family and Consumer Science I and II or the related non-prerequisite semester


                                                                                                   69
course shall be prerequisite to the advanced semester course.
Subject and Logical Grade Level                    9             10           11     12
Family & Consumer Science I                        X             X
Family & Consumer Science II                                     X            X      X
Pro-Start I                                        X
Pro-Start II                                                     X
Food Science                                       X             X            X      X
Nutrition and Food (1/2 unit)                                    X            X      X
Housing (1/2 unit)                                               X            X      X
Home and Family (1/2 unit)                                       X            X      X
Child Development (1/2 unit)                                                  X      X
Advanced Clothing and Textiles (1/2 unit)                                     X      X
Advanced Foods and Nutrition (1/2 unit)                                       X      X
Adult Responsibility (1/2 unit)                                               X      X
Advanced Nutrition Education (1/2 unit)                                       X      X
        The Industrial Arts courses are elective. General Technology is a prerequisite for all
units listed except drafting. One unit of credit each is given for the successful completion of
these courses.
Subject and Logical Grade Level                    9             10           11     12
General Technology                                 X             X
Basic Woodworking                                                X            X      X
Basic Electricity/Electronics                                    X            X      X
Power Mechanics/Basic Metals                                     X            X      X
Architectural Drafting                                           X            X      X
        For incoming freshmen in 2008-2009 and beyond who are completing the Louisiana
Basic Core Curriculum, the minimum Mathematics course requirements for graduation shall
be the following:
For entering Freshmen 2008-09:                                                (4 units)
All students must complete the following (LA Core 4):
     Algebra I / (One of two electives are offered for freshmen only based on LEAP
        scores.*) (one unit), or
     Algebra I – Part 1, and Algebra I – Part 2 (2 units), and
     Geometry (one unit), and
     The remaining units shall come from the following: Algebra II, Financial Mathematics,
        Math Essentials, Advanced Mathematics–Precalculus, Advanced Mathematics-
        Functions and Statistics, Pre-Calculus, Calculus, Probability and Statistics, Discrete
        Mathematics, or a locally initiated elective approved by BESE as a math substitute.




                                                                                            70
Subject and Logical Grade Level              9               10            11     12
State Developed Remedial Math                X
Algebra I Part 1                             X
Algebra I Part 2                             X
Algebra I                                    X               X
Geometry                                                     X             X
Algebra II                                                   X             X      X
Advanced Mathematics     Precalculus                                       X      X
Advanced Mathematics – Functions and Statistics                            X
Calculus                                                                             X
Financial Mathematics                                                      X         X
Math Essentials                                                            X         X
                                                                                Revised 2010-11
The following is a suggested sequential order of course offerings in Instrumental and Vocal
Music.
Subject and Logical Grade Level                  9             10            11      12
Band                                             X             X             X       X
Instrumental Technique (1/2 unit or 1 unit)      X             X             X       X
Choir                                            X             X             X       X
Vocal Ensemble (1/2 unit or 1 unit)                            X             X       X
Chorus (1/2 unit or 1 unit)                      X             X             X       X
General Music                                                  X             X       X
Guitar                                                         X             X       X
Music Theory                                                                 X       X
Fine Arts *                                                                          X
* Listed in Art
        Three units in science are required to meet the mandatory requirements for graduation.
Science must be scheduled each session until four units in science have been satisfactorily
achieved—1 unit of Biology, 1 unit of Chemistry and two of the following: Physical Science,
Environmental Science, Chemistry, Physics. Before a student is allowed to schedule
chemistry, he/she must have satisfactorily earned a unit in algebra.
For entering freshmen 2008-2009 four (4) Science units are required. All students must
complete the following(LA Core 4 only): one unit of Biology, one unit of Chemistry, and two
units from the following: Physical Science, Physics, Biology II, Chemistry II, Environmental
Science, Anatomy, or Physiology.

Subject and Logical Grade Level               9             10           11    12
Physical Science                              X             X            X
Biology I                                                   X            X
Biology II                                                               X     X
Chemistry I                                                              X     X
Chemistry II                                                                   X
Physics                                                                  X     X
Environmental Science                                                    X     X
       Three units in Social Studies must be earned in order to meet the mandatory
requirements for graduation. These must be American History, ½ unit of Civics and ½ unit of


                                                                                            71
Free Enterprise, and one of the following: World History, World Geography, or Western
Civilization. For entering Freshmen 2008-2009, four (4) units (LA Core 4) are required. All
students must complete the following: ½ unit of Civics or AP American Government, ½ unit of
Free Enterprise, 1unit of American History, 1unit from the following: World History, World
Geography, Western Civilization, AP European History, and 1unit from: World History, World
Geography, Western Civilization, AP European History, Law Studies, Psychology, Sociology,
Civics (second semester-1/2 credit) or African American Studies.

Subject and Logical Grade Level                 9             10            11     12
Civics (½ unit or 1 unit)                                     X             X      X
World History                                   X             X             X      X
World Geography                                 X             X             X      X
Western Civilization                            X             X             X      X
American History                                                            X      X
Free Enterprise (½ unit)                                      X             X      X
American Government (½ unit)                                                X      X
Sociology (½ unit)                                                          X      X
Psychology (½ unit)                                                         X      X
Law Studies                                     X             X             X      X
_________________________________________________________________________T
he Trade and Industry courses listed below are elective and meet for three consecutive
periods per day per week. Three units of credit may be earned in these courses. Students
scheduling welding, building trades, auto mechanics, small engines, and industrial engines
should have earned credit in general industrial arts. Students should not change to a different
trade and industry course in the 12th grade. Preference will be given to 11th graders in first
year courses.
Subject and Logical Grade Level                 9             10            11     12
Automotive Body Repair I                                                    X
Automotive Body Repair II                                                          X
Automotive Technician I                                                     X
Automotive Technician II                                                           X
Carpentry I/II                                                              X      X
Introduction to Health Occupations                                          X
Health Occupations (General Cooperative)                                    X      X
Industrial Engines I                                                        X
Industrial Engines II                                                              X
Diesel Mechanics I                                                          X      X
Diesel Mechanics II                                                         X      X
Drafting I                                                                  X
Drafting II                                                                        X
Electrician I                                                               X      X
Electrician II                                                                     X
Electronics I /Computer Architecture                                        X
Electronics II /Computer Architecture                                              X
Emergency Medical Technician I                                              X      X
Emergency Medical Technician II                                             X      X
First Responder (1/2 unit)                                                  X      X



                                                                                            72
Introduction to Emergency Medical Technology (1/2 unit)                      X      X
Industrial Machine Shop I                                                    X      X
Industrial Machine Shop II                                                   X      X
Preparatory Food Services I /Pro-Start                                       X
Preparatory Food Services II /Pro-Start                                      X      X
Cooperative Food Services                                                           X
Small Engines I/Outdoor Power Equipment Tech. I                              X
Small Engines II /Outdoor Power Equipment Tech. II                                  X
Welding I/II                                                                 X      X
Plumbing I/II                                                                X      X
Computer Electronics/Networking I/II                                         X      X
Cosmetology I                                                                X

      A secondary student should be referred to the SBLRC for consideration if adequate
progress in academic subjects is in question.

        A School Building Level Review Committee at each school shall be comprised of
two selected teachers of the child, the principal, assistant principal, if available. The SBLRC
may place students in an appropriate compensatory class or program. Such decisions should
be based on a careful review of factors affecting a student’s progress. The school system’s
curriculum specialists and pupil appraisal personnel, when warranted, will be available to
assist the committee in arriving at a proper decision if requested by the school principal.



2.      Describe the LEA’s policy for awarding ½ unit of credit.
        Secondary students must be present a minimum of 83.5days in a semester
        course or 167 days in a year-long course in order to receive credit for
        courses taken.
        Students at schools utilizing 4 X 4 Format will adhere to the following attendance
        guidelines:
        (a)    Students must be present a minimum of 42 days in order to get credit for a half
               (1/2) unit course.
        (b)    Students must be present a minimum of 83.5 days in order to get credit for a
               one (1) unit course.
                                                                                [Revised 2010-11]
        Half-unit course offerings are described in the High School Course Offerings section.

     3. List the LEA’s grading scale for grades K – 12. Include the process for determining
        weighted grades for honors, gifted, and/or Advanced Placement (AP) courses in high
        school.
        (See next page)




                                                                                              73
      GRADING PROCEDURES



          GRADES K – 8



           2010 – 2011



TERREBONNE PARISH SCHOOL SYSTEM




  SUPERINTENDENT: PHILIP MARTIN




                                  74
                         TERREBONNE PARISH PUBLIC SCHOOLS

       PROCEDURES IN GRADING                                               KINDERGARTEN


I.     The following symbols are to be employed for recording pupil progress in each area of
       skill development:

       P – Progressing

       N – Needs Improvement

       M –Mastery


II.    Kindergarten teachers must maintain a record of stages of skill development by use of
       the parish issued kindergarten grade book/report card.

III.   A grade may not be changed ―unless it is determined that the grade is an error or that
       the grade is demonstrably inconsistent with the teacher’s grading policy as per R.S.
       17:414.2‖, and has been substantiated upon investigation, by the appropriate
       supervisory personnel, that there is a deviation from application of the official
       Terrebonne Parish School Board Grading Procedures.

IV.    Refer to Pupil Progression Plan 2010-11 regarding LEP students–Grading Procedures.




                                                                                            75
                        TERREBONNE PARISH PUBLIC SCHOOLS

PROCEDURES IN GRADING                                                      GRADE 1

The following grading procedures will be used in the public schools of Terrebonne Parish:

I.     Recording of grades will be done in the following manner:
        A. In Grade 1, the symbols A-B-C-D-F are to be used for recording grades in
             Reading, Project Read, Spelling, Mathematics and Conduct. The symbols S, NI,
             and U are to be used in Social Living (Science and Social Studies). The symbols
             S and U are to be used in areas of Health & Physical Education, and Music, Arts
             & Crafts. Progressing Satisfactorily, and Needs Improvement are used to denote
             progress in Written Composition Skills (S / NI) for the 2nd – 4th Nine Weeks.

        B.   The symbols L or NL will be used to denote legible or not legible Handwriting.

II.    No nine weeks exams are to be given at the primary level.

III.   No mid-term or final exams are to be given at the primary level.

IV. A teacher shall have a minimum of six grades per student in his/her grade book for each
  subject in a nine weeks period. All grades MUST reflect GLE’s (Grade Level
  Expectations).
               A minimum of six (6) grades shall come from major assessments
                  and/or projects. One (1) additional grade may be combined from such
                  activities as homework, class work, quizzes, AR, AM, or etc.
               Exception – Grade 1- Reading (Ten grades are given- 4 Skills grades, 4
                  Comprehension grades, 2 Fluency grades—with the exception of the
                  first two nine-weeks.) – See Grade 1 – Reading Directive for specifics.
                                                                             [Revised 2010-11]
V.     The grading of all tests should be in letter symbols (A-B-C-D-F) except for the subjects
       that require S, N, and U marks.
       A.     Numerical value of symbols:
              S : 76 – 100               N: 70 – 75            U : 69 or below

       B.    To receive an S as a final average, a student must have an ―S‖ in three grading
             periods.

VI.    Standards to be used in computing nine weeks and final grades:
       A.    Symbols to be used are A-B-C-D-F except as noted above.

       B.    Numerical value of symbols:
                  A : 95 – 100         C : 76 – 86            F : 69 or below

                    B : 87 – 94          D : 70 – 75


                                                                                              76
        C.    Each symbol has the following point value:
                    A–4          B–3           C–2             D–1           F–0

        D.    Each letter grade must be converted to its point value in determining nine weeks
              averages. A grade-point average of not less than 1.0, with a corresponding
              mark of absolute D, is required as a passing mark for the nine weeks period. In
              computing nine weeks grades other than the minimum ―D‖ explained above,
              fractions of less than five tenths (.5) are to be rounded off to the lower letter
              grade equivalent; fractions of five tenths (.5) or above are to be rounded off to
              the higher letter grade equivalent.

        E.    Each letter grade must be converted to its point value in determining final
              averages. The sum of the quality point value of the four nine week grades is to
              be divided by 4 in determining final grades. A resulting grade-point average of
              not less than 1.0 is required as a passing mark for the year. Fractions of less
              than five tenths (.5) are to be rounded off to the lower letter grade equivalent,
              while fractions of five tenths (.5) or above are to be rounded off to the higher
              letter grade equivalent, in computing all averages other than the minimum ―D‖
              explained above.
        F.    The final average required to pass Reading must be a ―C‖ or above. However,
              any first grade student earning a ―D‖ or an ―F‖ in the last nine weeks in Reading
              must be referred to SBLRC for promotion/retention determination. A student
              who earns grades that equal 1.0, showing sustained improvement (F, F, C, C),
              and is reading on-level may be referred to SBLRC for promotion.
                                                                               Revised 2010-11
        G.    A student who fails the work of the fourth nine weeks period may be failed for
              the session regardless of prior grades received. However, such action must
              have the concurrence of the SBLRC.
        H.    A student in Grade 1 must earn satisfactory (S) grades for three nine weeks
              grading periods in Social Living (Science and Social Studies), Health & Physical
              Education, and Music, Arts & Crafts in order to receive a satisfactory mark (S)
              for the yearly average.

VII.    A plus (+) or a minus (-) will not be used in conjunction with the grades A-B-C-D-F on
        the report card.

VIII.   When a parent conference is necessary, a check mark will be placed in the appropriate
        block on the student progress report or report card.

IX.     Parents of students making D’s, F’s, N’s and/or U’s, as well as others reading below
        expected level at the half-way point (22nd day) of the nine weeks’ period, must be
        notified of their child’s deficiency. In the event of a child’s sudden drop in grades or
        change in behavior, teachers should inform parents at any time during the nine weeks’
        period.



                                                                                               77
X.     A grade may not be changed ―unless it is determined that the grade is an error or that
      the grade is demonstrably inconsistent with the teacher’s grading policy as per R.S.
      17:414.2‖, and has been substantiated upon investigation, by the appropriate
      supervisory personnel, that there is a deviation from application of the official
      Terrebonne Parish School Board Grading Procedures.

XI.   Refer to Pupil Progression Plan 2010-11 regarding LEP students—Grading
      Procedures.




                                                                                            78
                        TERREBONNE PARISH PUBLIC SCHOOLS

PROCEDURES IN GRADING                                                      GRADE 2

The following grading procedures will be used in the public schools of Terrebonne Parish:

I.     Recording of grades will be done in the following manner:
       A.    In Grade 2, the symbols A-B-C-D-F are to be used for recording grades in
             Reading, Project Read, English/Written Composition, Spelling, Mathematics,
             and Science/ Social Studies. The symbols S and U are to be used in areas of
             Health & Physical Education, and Music, Arts & Crafts.

       B.    The symbols L or NL will be used to denote legible or not legible Handwriting.

II.    No nine weeks exams are to be given at the primary level.

III.   No mid-term or final exams are to be given at the primary level.

IV.    A teacher should record a minimum of six grades per student in his/her grade book for
       each subject in a nine weeks period. Written Composition should have a minimum of
       four grades.
       All grades MUST reflect GLE’s (Grade Level Expectations).

                A minimum of six (6) grades shall come from major assessments
                 and/or projects. One (1) additional grade may be combined from such
                 activities as homework, class work, quizzes, AR, AM, or etc.
              Exception – Grade 2 Reading (Ten grades- 4 Skills grades, 4
                 Comprehension grades, 2 Fluency grades) – See Grade 2 – Reading
                 Directive for specifics.
                                                                              [Revised 2010-11]
V.     The grading of all tests should be in letter symbols (A-B-C-D-F) except for the
       subjects that require S, N, and U marks.
       A.    Numerical value of symbols:
             S : 76 – 100                 N : 70 – 75          U : 69 or below

       B.    To receive an ―S‖ as a final average, a student must have an ―S‖ in three
             grading periods.

VI.    Standards to be used in computing nine weeks and final grades:
       A.    Symbols to be used are A-B-C-D-F except as noted above.

       B.    Numerical value of symbols:
                  A : 95 - 100         C : 76 - 86            F : 69 or below

                    B : 87 - 94          D : 70 – 75


                                                                                              79
        C.    Each symbol has the following point value:
              A-4         B-3           C-2           D-1             F-0

        D.    Each letter grade must be converted to its point value in determining nine weeks
              averages. A grade-point average of not less than 1.0, with a corresponding
              mark of absolute D, is required as a passing mark for the nine weeks period. In
              computing nine weeks grades other than the minimum ―D‖ explained above,
              fractions of less than five tenths (.5) are to be rounded off to the lower letter
              grade equivalent; fractions of five tenths (.5) or above are to be rounded off to
              the higher letter grade equivalent.

        E.    Each letter grade must be converted to its point value in determining final
              averages. The sum of the quality point value of the four nine weeks grades is
              to be divided by 4 in determining final grades. A resulting grade-point average
              of not less than 1.0 is required as a passing mark for the year. Fractions of less
              than five tenths (.5) are to be rounded off to the lower letter grade equivalent,
              while fractions of five tenths (.5) or above are to be rounded off to the higher
              letter grade equivalent, in computing all averages other than the minimum "D"
              explained above.

        F.    A student who fails the work of the fourth nine weeks period may be failed for
              the session regardless of prior grades received. However, such action must
              have the concurrence of the SBLRC.

        G.    A student in Grade 2 must earn satisfactory (S) grades for three nine weeks
              grading periods in Health & Physical Education, and Music, Arts & Crafts in
              order to receive a satisfactory mark (S) for the yearly average.

VII.    A plus (+) or a minus (-) will not be used in conjunction with the grades A-B-C-D-F on
        the report card.

VIII.   When a parent conference is necessary, a check mark will be placed in the appropriate
        block on the student progress report or report card.

IX.     Parents of students making D's, F's, N’s, and/or U's, as well as others reading below
        expected level at the half-way point (22nd day) of the nine weeks' period, must be
        notified of their child's deficiency. In the event of a child's sudden drop in grades or
        change in behavior, teachers should inform parents at any time during the nine weeks'
        period.

X.      A grade may not be changed ―unless it is determined that the grade is an error or that
        the grade is demonstrably inconsistent with the teacher’s grading policy as per R.S.
        17:414.2", and has been substantiated upon investigation, by the appropriate
        supervisory personnel, that there is a deviation from application of the official
        Terrebonne Parish School Board Grading Procedures.

XI.     Refer to Pupil Progression Plan 2010-11 regarding LEP students-- Grading
        Procedures.




                                                                                               80
                        TERREBONNE PARISH PUBLIC SCHOOLS

PROCEDURES IN GRADING                                               GRADE 3

The following grading procedures will be used in the public schools of Terrebonne Parish:

I.     Recording of grades will be done in the following manner:
       A.    In Grade 3, the symbols A-B-C-D-F are to be used for recording grades
             in Reading, Project Read, English/Written Composition, Spelling, Mathematics,
             Science and Social Studies. The symbols S and U are to be used in areas of
             Health & Physical Education, and Music, Arts & Crafts.

       B.    The symbols L or NL will be used to denote legible or not legible Handwriting.

II.    No nine weeks exams are to be given at the primary level.

III.   No mid-term or final exams are to be given at the primary level.

IV.    A teacher should record a minimum of six grades per student in his/her grade book for
          each subject in a nine weeks period. A minimum of six grades must be given.
          All grades MUST reflect GLE’s (Grade Level Expectations).
       A. A minimum of six (6) grades shall come from major assessments and/or projects.
          One (1) additional grade may be combined from such activities as homework, class
          work, quizzes, AR, AM, or etc.
               Exception – Grade 3 -Reading (Ten grades- 4 Skills grades, 4
                 Comprehension grades, 2 Fluency grades) - See Grade 3 -Reading Directive
                 for specifics.
                                                                           [Revised 2010-11]
       B. There should be a minimum of four Written Composition grades and two grammar
          assessments per nine weeks.

V.     The grading of all tests should be in letter symbols (A-B-C-D-F) except for the subjects
       that require S and U marks.
       A.     Numerical value of symbols:
                     S : 70 – 100                             U : 69 or below

       B.    To receive an S as a final average, a student must have an ―S‖ in three grading
             periods.

VI.    Standards to be used in computing nine weeks and final grades:
       A.    Symbols to be used are A-B-C-D-F except as noted above.

       B.    Numerical value of symbols:

                    A : 95 - 100         C : 76 - 86          F : 69 or below

                   B : 87 - 94         D : 70 - 75
       C.    Each symbol has the following point value:
                   A-4          B-3           C-2             D-1          F-0

       D.    Each letter grade must be converted to its point value in determining nine

                                                                                              81
              weeks averages. A grade-point average of not less than 1.0, with a
              corresponding mark of absolute D, is required as a passing mark for the nine
              weeks period. In computing nine weeks grades other than the minimum ―D‖
              explained above, fractions of less than five tenths (.5) are to be rounded off to
              the lower letter grade equivalent; fractions of five tenths (.5) or above are to be
              rounded off to the higher letter grade equivalent.

        E.    Each letter grade must be converted to its point value in determining final
              averages. The sum of the quality point value of the four nine weeks grades is
              to be divided by 4 in determining final grades. A resulting grade-point average
              of not less than 1.0 is required as a passing mark for the year. Fractions of less
              than five tenths (.5) are to be rounded off to the lower letter grade equivalent,
              while fractions of five tenths (.5) or above are to be rounded off to the higher
              letter grade equivalent, in computing all averages other than the minimum "D"
              explained above.

        F.    A student who fails the work of the fourth nine weeks period may be failed for
              the session regardless of prior grades received. However, such action must
              have the concurrence of the SBLRC.

        G.    A student in Grade 3 must earn satisfactory (S) grades for three nine weeks
              grading periods in Health & Physical Education and Music, Arts & Crafts in order
              to receive a satisfactory mark (S) for the yearly average.

VII.    A plus (+) or a minus (-) will not be used in conjunction with the grades A-B-C-D-F on
        the report card.

VIII.   When a parent conference is necessary, a check mark will be placed in the appropriate
        block on the student progress report or report card.

IX.     Parents of students making D's, F's, and/or U's, as well as others reading below
        expected level at the half-way point (22nd day) of the nine weeks' period, must be
        notified of their child's deficiency. In the event of a child's sudden drop in grades or
        change in behavior, teachers should inform parents at any time during the nine weeks'
        period.

X.      A grade may not be changed ―unless it is determined that the grade is an error or that
        the grade is demonstrably inconsistent with the teacher’s grading policy as per R.S.
        17:414.2‖, and has been substantiated upon investigation, by the appropriate
        supervisory personnel, that there is a deviation from application of the official
        Terrebonne Parish School Board Grading Procedures.

XI.     Refer to Pupil Progression Plan 2010-11 regarding LEP students –Grading
        Procedures.




                                                                                               82
                        TERREBONNE PARISH PUBLIC SCHOOLS

PROCEDURES IN GRADING                                             GRADES 4 – 8

The following procedures will be used in the public schools of Terrebonne Parish:

I.     Recording of will be done in the following manner:
       A.    The symbols A-B-C-D-F are to be used for recording grades in all subject areas.
             However, in grades 4 – 6 inclusive, S or U grades will be given in
             Health/Physical Education and Music, Arts and Crafts. A Handwriting grade will
             not be placed on report cards for students in grades 7 and 8. However, it should
             be understood that on the 7th and 8th grade level, Handwriting is an important
             part of the English grade.
       B.    In departmentalized and blocked classes, each teacher must determine grades
             and arrange them systematically in preparation for entering into the computer
             system for processing student report cards. A very limited amount of
             instructional time (not to exceed fifteen minutes) should be used in recording
             these grades.
       C.    The symbol  (check) will be used to denote legibility in Handwriting for grades
             4, 5 and 6.

II.    Mid-term and final examinations are not given in grades 4 through 8.

III.   A teacher must have a minimum of six grades recorded in his/her grade book for each
       nine weeks period for each student per subject. Health and Physical Education should
       be considered as a single subject. Teachers shall score a minimum of should have a
       minimum of four Written Compositions and a minimum of two grammar grades per nine
       weeks in grades 4 – 8.
       All six grades must reflect GLE’s (Grade Level Expectations).
              A. Non- 4 X 4 schools: A minimum of six (6) grades shall come from      major
           assessments and/or projects. One (1) additional grade may be combined from
           such activities as homework, class work, quizzes, AR,    AM, etc.

             B. 4 X 4 Schools- A minimum of four (4) of the six required grades shall come
             from major assessments and/or projects and shall account for 70% of the final
             grade for the grading period. The remaining grades (two minimum), i.e.
             homework, class work, quizzes, etc. shall be combined and account for no more
             than 30% of the final grading period.
                                                                           [Revised 2010-11]

IV.    The grading of all tests should be in letter symbols (A-B-C-D-F) except as noted above.
       Numerical value of symbols:

                    A: 95-100           C: 76-86             F: 69 or below

                    B: 87-94            D: 70-75




                                                                                           83
V.     Standards to be used in computing nine weeks and final grades:
       A. Symbols to be used are A-B-C-D-F except as noted above.

       B. Each symbol has the following point value:

              A-4           B-3           C-2           D-l           F–0

       C. In determining nine weeks averages (Grades 4-8): Convert the letter grade to its
          point value in determining nine weeks averages. A grade-point average of not less
          than 1.0, with a corresponding mark of absolute D, must be required as a passing
          mark for the nine weeks period.
          In computing nine weeks grades, other than the minimum "D" explained above,
          fractions of less than five tenths (.5) are to be rounded off to the lower letter grade
          equivalent; fractions of five tenths (.5) or above are to be rounded off to the higher
          letter grade equivalent.

       D. In determining session averages (Grades 4-8):
          The session grade is obtained by calculating the sum of the point values of each of
          the four nine weeks grades and dividing that sum by 4. The resulting quotient is the
          grade point average. A grade-point average of not less than absolute 1.0 is
          required as a passing mark for the session.

          Fractions of less than five tenths (.5) are to be rounded off to the lower letter grade
          equivalent; fractions of five tenths (.5) or above are to be rounded off to the higher
          letter grade equivalent in computing all averages other than the minimum "D"
          explained above.

          To receive an ―S‖ average a student must have an ―S‖ in three grading periods.

          A student who fails the work of the fourth nine weeks period may be failed for the
          session regardless of the prior grades received. However, such action must have
          the concurrence of the SBLRC.

VI.    A plus (+) or a minus (-) is not to be given in conjunction with any symbol.

VII.   Parent Notification – Progress Reports
       Parents of students making D's or F's at the mid-way point/or (22nd day) of the nine
       week period must be notified of their child's deficiency. A sudden drop in grades or
       change in behavior should give teachers cause to inform parents at any time during the
       nine weeks period.

       Parent Notification – Progress Reports (4 X 4 schools)
       Parents of students making D’s or F’s at the midway point of each quarter must be
       notified of their child’s deficiency (unless weekly reports are issued). A sudden drop in
       grades or change in behavior should give teachers cause to inform parents at any time
       during the grading period.




                                                                                               84
VIII. Dual System of Reporting

      The use of the dual system of reporting (letter grade and the numeral calling attention
      to certain factors affecting the letter grade) is recommended and encouraged.
      Evaluating and reporting pupil achievement and progress is a very important part of a
      school's activities.   This dual system of reporting enhances the clarity and
      completeness of these reports.

      When the letter grade on either the academic report or the conduct report is below
      average (D or F) it is mandatory that the dual system be used. Any grade of D or F
      must be accompanied by the numeral which best explains or clarifies the below
      average grade. The use of the numeral requesting a parent-teacher conference is
      highly recommended.

IX.   A grade may not be changed ―unless it is determined that the grade is an   error or that
      the grade is demonstrably inconsistent with the teacher’s grading policy   as per R.S.
      17:414.2", and has been substantiated upon investigation, by the           appropriate
      supervisory personnel, that there is a deviation from application of        the official
      Terrebonne Parish School Board Grading Procedures.

X.    Refer to Pupil Progression Plan 2010-11 regarding LEP students --Grading
      Procedures.




                                                                                           85
   GRADING PROCEDURES FOR LEP (LIMITED ENGLISH PROFICIENT)

Grading procedures for elementary and secondary LEP students:
(NOTE: No LEP student will be retained solely on lack of English proficiency.)

A. The LEP student who cannot comprehend the language of instruction must not be
assigned failing grades.

B.   There are two kinds of grades that may be given to LEP students:
LEP/Participation Grades or Achievement Grades.

C. LEP/Participation Grades (A, B, C, D, and F) are given to LEP students who
speak little or no English and generally have ELDA or LAS scores ranging from 1-3.
A LEP Grading Rubric is included in Addendum B of this document. This rubric will
assist teachers in assigning LEP/Participation grades based on cooperation, effort, and
participation in classroom assignments to the degree the student’s English language
proficiency allows. The acronym ‖LEP‖ or the assigned comment number representing
―Limited English Proficient‖ should be referenced in the comment section of the
computer-generated report card. These students, within their language capabilities,
should be expected to:
        1.     Pay attention in class;
        2.     Follow directions;
        3.     Have required materials;
        4.     Participate in activities; and
        5.     Complete homework assignments with reasonable
               expectations.

D. Achievement Grades (A, B, C, D, and F) are given to LEP students who speak
and comprehend language and generally have ELDA or LAS scores ranging from 3-5.
An Achievement grade is not to have the acronym ―LEP‖ or the assigned LEP
comment number found in the comment section on the report card. The LEP grading
rubric is not used. If a LEP student is able to perform the skills in a particular subject,
i.e., math, he/she should be given an achievement, not participation, grade in that
subject. Grading procedures as found in Pupil Progression for the assigned grade
level are used for these students.

E. It is possible to have some content areas that contain LEP participation grades and
some content areas containing achievement grades. The LEP teacher assigned to
each school may help in determining the type of grades a LEP student receives.

F. Authentic Assessments should be used to assess content knowledge for LEP
students, if necessary.

G. If a LEP student is passing with or without accommodations, the letter grade (A, B,
C, D) should be used. This is a LEP Achievement grade and the LEP number comment
is not used.

H. If a student is receiving instructional accommodations in the regular classroom and
is not passing but is trying to participate to the best of his/her language abilities, the
LEP Grading Rubric is used to determine the appropriate grade and a LEP

                                                                                        86
      Participation grade is given on the report card. The LEP number comment is used.

      I. Although LEP students may receive a number of instructional and testing
      accommodations in the classroom, only approved testing accommodations may be
      used on state testing (See Addendum B for approved state testing accommodations).
      Approved instructional and state testing accommodations are listed on the student
      accommodation form (See Addendum B). Modified/shortened weekly assessments
      are permissible when applicable in the classroom.

      J. If the student is receiving instructional accommodations in the regular classroom
      and making no attempt at course work, the grade earned is issued.

      K. The grading, promotion or retention of regular or special education LEP students
      must comply with established criteria in the Pupil Progression Plan.

      L. For students completing work and tests with accommodations as determined by the
      SBLC and LEP teacher, these accommodations shall be reviewed and modified as the
      student progresses during the year.

      M. LEP students working on grade level may be on the honor roll. Students must be
      reading ―on grade level‖ to qualify for the Honor Roll.

Retention for LEP Students
      A. Students in grades K-8 cannot be retained if their deficiencies are the result of
      limited English proficiency. Students in grades 9-12 receive credit only if they pass
      course work, although the end of the year work may be weighed more heavily than the
      beginning. They can receive credit even though the first half of the year was graded
      with LEP Participation grades.

      B. No LEP student shall be retained based solely on the lack of English proficiency.




                                                                                             87
      GRADING PROCEDURES



          GRADES 9 – 12



           2010 - 2011



TERREBONNE PARISH SCHOOL SYSTEM




  SUPERINTENDENT: PHILIP MARTIN




                                  88
                             TERREBONNE PARISH PUBLIC SCHOOLS

             PROCEDURES IN GRADING - GRADES 9 - 12 DEPARTMENTALIZED

The following grading procedures will be used in the public schools of Terrebonne Parish.
       I.    Dual System of Grading
             The use of the dual system of grading for which spaces are provided on the
             report card (the letter grade and the numeral calling attention to certain factors
             affecting this letter grade) is recommended and encouraged. Evaluating and
             reporting pupil achievement and progress is a very important part of a school's
             activities. This dual system of reporting enhances the clarity and completeness
             of these reports.

               When the letter grade on either the academic report or the conduct report is
               below average (D or F), it is mandatory that the dual system be used. Any
               grade of D or F must be accompanied by the numeral which best explains or
               clarifies this below average grade. The use of the numeral requesting a
               parent-teacher conference is highly recommended.

      II.      Entering of Grades for Student Report Cards
               Each teacher must have determined grades and arranged these systematically
               for a timely entering into the computer system so that report cards can be
               processed. A very limited amount of instructional time (usually not to exceed
               fifteen minutes) should be employed in this recording.

      III.     Parent Notification – Progress Reports (4 X 4 schools)
               Parents of students making D’s or F’s at the midway point of each quarter must
               be notified of their child’s deficiency (unless weekly reports are issued). A
               sudden drop in grades or change in behavior should give teachers cause to
               inform parents at any time during the grading period.

      IV.      Use of symbols A-B-C-D-F
               The symbols A-B-C-D-F are to be employed for the recording of all grades -- on
               the student's test paper, in the teacher's grade book, and on report cards.
               Grades are never to be recorded as percentages. The following is to be used in
               converting percentages to letter grades.
               A      100 - 95
               B      94 - 87
               C      86 - 76
               D      75 - 70
               F      Below 70

               In averaging a group of marks expressed in letters, the use of quality points is
               required. Therefore, the following method of converting letter grades to quality
               points is to be employed.
               A - 4;         B - 3;      C - 2;              D - l;         F-0




                                                                                              89
V.      General
        A. Teachers are required to have a minimum of six grades for each
            grading period. All grades must reflect GLE’S (Grade Level
            Expectations).
               Non- 4 X 4 Schools: A minimum of six (6) grades shall come from
                 major assessments and/or projects. One (1) additional grade may be
                 combined from such activities as homework, class work, quizzes, AR,
                 AM, or etc.

                 4 X 4 Schools- A minimum of four (4) of the six required grades shall
                  come from major assessments and/or projects and shall account for
                  70% of the final grade for the grading period. The remaining grades
                  (two minimum), i.e. homework, class work, quizzes, etc. shall be
                  combined and account for no more than 30% of the final grading
                  period.
                                                                       [Revised 2010-11]

        B.    Grades shall be recorded without reference to pluses (+) and minuses (-).

        C.    Students who do not meet attendance requirements will receive a grade
              of "F" for the course.

VI.     Fraction Rule
        In computing the final grading period average and/or the final session average,
        a quality point of not less than 1 with a corresponding average of absolute D is
        required as a passing mark. In computing grading period averages other than
        the minimum "D" explained above, fractions of less than five tenths (.5) are to be
        rounded-off to the lower letter grade equivalent; fractions of five tenths (.5) or
        more are to be rounded off to the higher letter grade equivalent. This
        rounding-off is to be employed only in computing the final grading period
        average and/or the final session average.

VII.    Method of Obtaining Marks for each Grading Period
        Convert the letter grades to quality points. Average the daily class work to the
        nearest tenth and assign the appropriate letter grade. A quality point average of
        not less than one (1) with a corresponding mark of absolute "D" is required as a
        passing mark for the grading period.


VIII.   Method of Obtaining Session or Final Averages Session:
        The session mark in any subject is obtained by taking the sum of the point value
        of the four grading periods and the average of the semester and final
        examination and dividing that sum by 5. The average is to be computed as a
        tenth. Rounding-off is to be employed only in computing each grading period
        average and the final session average. The resulting quotient is the average
        point value, which will indicate the average letter mark for the session. A
        resulting quotient of not less than absolute one is required as the passing mark
        for the session.




                                                                                       90
      In computing session or final averages, other than the minimum D explained
      above, fractions of less than five tenths (.5) are to be rounded-off to the lower
      letter grade equivalent; fractions of five tenths (.5) or above are to be
      rounded-off to the higher letter grade equivalent.
      In order to insure continuous effort on the part of the students throughout the
      school year, all students are required to have a passing mark on the fourth
      grading period or on the final examination regardless of the previous grades.

      Likewise, any student who deliberately or willfully evades or fails a semester or
      final examination or the quarterly period prior to the examination may receive a
      mark of "F" for the semester or session (year). A student who fails to meet
      minimum attendance requirements will receive a mark of "F" for the session and
      will receive no credit for the course.

      Calculation for Perfect Attendance Exam Exemption:
      When computing final grades for students exempt for perfect attendance in a full
      unit course, take the sum of the value of the four grading periods and one half
      (1/2) the value of the semester exam and divide that sum by four point five (4.5).
      The average is to be computed as a tenth. Rounding-off is to be employed only
      in computing each grading period average and the final session average. The
      resulting quotient is the average point value, which will indicate the average
      letter mark for the session. A resulting quotient of not less than absolute one
      (1.0) is required as the passing mark.

      Method of obtaining averages for half-unit courses:
      The final average for half-unit courses is obtained by doubling the sum of the
      point value of the two grading period marks and adding the value of the
      examination and dividing that sum by 5. A resulting quotient of not less than l
      with the corresponding mark of absolute D is required as a passing mark. All
      students are required to have a passing mark for the last grading period or the
      examination for that course.

IX.   A grade may not be changed ―unless it is determined that the grade is an error
      or that the grade is demonstrably inconsistent with the teacher’s grading policy
      as per R.S. 17:414.2", and has been substantiated upon investigation, by the
      appropriate supervisory personnel, that there is a deviation from application of
      the official Terrebonne Parish School Board Grading Procedures.

X.    Refer to Pupil Progression Plan 2010-11 regarding LEP students -- Grading
      Procedures.




                                                                                          91
                                     ADDENDUM


   GRADING PROCEDURES FOR GRADES 9 - 12 REGARDING MAKE-UP WORK AND
         FAILURE OF STUDENTS TO COMPLETE THE REQUIRED WORK


               GRADING PROCEDURES FOR MAJOR SCHOOL PROJECTS:

In order to insure continuous effort on the part of the students throughout the grading period
while working on major class projects, the following will apply:

       Students who fail to turn in a major class project will receive two " F's " for the project.
       If the project is worked on in class for a majority of the grading period, the student will
       receive an " F " for the grading period regardless of other grades received for that
       grading period. Major projects will be determined by the school administration with a
       written policy being given to each student outlining the value of each project.

Ex.:   Two " F's " for the project         Ex.: " F " for the grading period
l.     Leaf collection                     1. Clothing unit-Home Economics
2.     Science project                     2. Term paper
3.     Social Studies project              3. Building project in woodworking
4.     Insect collection


Senior Project Implementation will follow the grading procedures in the Terrebonne Parish
School District’s Senior Project Plan, revised June, 2010.




                    PROCEDURES IN GRADING FOR MAKE-UP WORK

       When a student returns to school after an absence he/she must:

       A.     Present written documentation with the reason for the
              absence to school officials within five days of returning
              to school.

       B.     Arrangements to make up work must be made with the classroom teacher
              the first day of return to school. Make-up work must be completed within
              three (3) days of his/her return to school. Extended periods of absence
              will be handled on an individual basis. To receive credit for Make-up
              Work, written documentation must be received within 5 days of return to
              school. Work not made up will result in an automatic " F "




                                                                                                  92
           PROCEDURES IN GRADING: HIGH LEVEL CLASSES

Inasmuch as the course work in all high-level classes will be appropriate for the
abilities and needs of the students, teachers are expected to construct their tests and
make their value judgments in such a way that the students' grades reflect accurately
their levels of accomplishment and the quality of their work. To compensate for
difficulty between the work in high-level classes of a subject and that in other classes of
the same subject, the grading scale will be adjusted for high-level classes, as follows:
         POINTS                    GRADE
         90 - 100                      A
         80 - 89                       B
         70 - 79                       C
         60 - 69                       D

The SENIOR PROJECT PLAN –(Revised June, 2010) will be presented by Honors
and Gifted English IV seniors to a panel of judges. Procedures are located in the
TPSD Senior Project Plan directive.

           PROCEDURES IN GRADING: FINAL EXAM EXEMPTION

A.    In full unit courses, students who have attained an ―A‖ in every grading period
and on the mid-term exam will be exempt from the final exam in that course.

B.    In full unit courses, students who maintain perfect attendance and have a
passing grade for the final period will be exempt from the final exam in that course.
The definition of perfect attendance in this instance is a student must be in attendance
each day the class is in session, exclusive of school related activities.

      C. A student that meets exemption criteria may elect to take the final exam.


                  PROCEDURE FOR REPEATING COURSES

Students are allowed to repeat courses as long as they do it in a timely manner
(immediately following their first attempt of the course) and before taking any
subsequent course in that area.

                      CREDIT RECOVERY PROCEDURES

A. Attendance Recovery- attendance can be recovered on a time for time basis by
successfully participating in an approved after-school credit recovery setting before the
student completes that course.

B. Grade Recovery- with teacher approval students can recover a failing marking
period grade by successfully attending and participating in an approved after- school
credit recovery setting before the student completes that course. Students must attend
and successfully complete the Terrebonne Parish School District approved academic
software package course with a minimum of 80% success. Upon successful
completion the subject area teacher will adjust the grade to a maximum grade of ―C‖
for that marking period.


                                                                                        93
C. Unit Recovery- students can recover a failed unit by attending and successfully
completing the Terrebonne Parish School District approved academic software
package course with a minimum 80% success and then passing a Louisiana
Department of Education approved final exam. The maximum attainable credit
recovery grade is ―C‖.

   GRADING PROCEDURES FOR LEP (LIMITED ENGLISH PROFICIENT)

Grading procedures for elementary and secondary LEP students:
(NOTE: No LEP student will be retained solely on lack of English proficiency.)

A. The LEP student who cannot comprehend the language of instruction must not be
assigned failing grades.

B. There are two kinds of grades that may be given to LEP students: LEP/Participation
Grades or Achievement Grades.

C. LEP/Participation Grades (A, B, C, D, and F) are given to LEP students who
speak little or no English and generally have ELDA or LAS scores ranging from 1-3.
A LEP Grading Rubric is included in Addendum B of this document. This rubric will
assist teachers in assigning LEP/Participation grades based on cooperation, effort, and
participation in classroom assignments to the degree the student’s English language
proficiency allows. The acronym ‖LEP‖ or the assigned comment number representing
―Limited English Proficient‖ should be referenced in the comment section of the
computer-generated report card. These students, within their language capabilities,
should be expected to:
        1.     Pay attention in class;
        2.     Follow directions;
        3.     Have required materials;
        4.     Participate in activities; and
        5.     Complete homework assignments with reasonable
               expectations.

D. Achievement Grades (A, B, C, D, and F) are given to LEP students who speak
and comprehend language and generally have ELDA or LAS scores ranging from 3-5.
An Achievement grade is not to have the acronym ―LEP‖ or the assigned LEP
comment number found in the comment section on the report card. The LEP grading
rubric is not used. If a LEP student is able to perform the skills in a particular subject,
i.e., math, he/she should be given an achievement, not participation, grade in that
subject. Grading procedures as found in Pupil Progression for the assigned grade
level are used for these students.

E. It is possible to have some content areas that contain LEP participation grades and
some content areas containing achievement grades. The LEP teacher assigned to
each school may help in determining the type of grades a LEP student receives.

F. Authentic Assessments should be used to assess content knowledge for LEP
students, if necessary.

G. If a LEP student is passing with or without accommodations, the letter grade (A, B,
C, D) should be used. This is a LEP Achievement grade and the LEP number comment
is not used.

                                                                                        94
      H. If a student is receiving instructional accommodations in the regular classroom and
      is not passing but is trying to participate to the best of his/her language abilities, the
      LEP Grading Rubric is used to determine the appropriate grade and a LEP
      Participation grade is given on the report card. The LEP number comment is used.

      I. Although LEP students may receive a number of instructional and testing
      accommodations in the classroom, only approved testing accommodations may be
      used on state testing. Approved instructional and state testing accommodations are
      listed on the student accommodation form (See Addendum B). Modified/shortened
      weekly assessments are permissible when applicable in the classroom.


      J. If the student is receiving instructional accommodations in the regular
      classroom and making no attempt at course work, the grade earned is issued.

      K. The grading, promotion or retention of regular or special education LEP students
      must comply with established criteria in the Pupil Progression Plan.

      L. For students completing work and tests with accommodations as determined by the
      SBLC and LEP teacher, these accommodations shall be reviewed and modified as the
      student progresses during the year.

      M. LEP students working on grade level may be on the honor roll. Students must be
      reading ―on grade level‖ to qualify for the Honor Roll.

Retention for LEP Students
      A. Students in grades K-8 cannot be retained if their deficiencies are the result of
      limited English proficiency. Students in grades 9-12 receive credit only if they pass
      course work, although the end of the year work may be weighed more heavily than the
      beginning. They can receive credit even though the first half of the year was graded
      with LEP Participation grades.

      B. No LEP student shall be retained based solely on the lack of English proficiency.




                                                                                             95
4. Describe the elementary foreign language program for academically able students in
   grades 4 – 8.
   a. Explain the local definition of the term ―grade level‖ or ―on grade level.‖

   1. Foreign language instruction will be offered for 30 minutes daily to
         academically able students at selected sites. Elementary students in grades 4 -
         8 who are identified as "academically able" for the purpose of receiving foreign
         language instruction shall be those students who score at or above the State
         required performance level on the Louisiana Criterion-referenced Grade Level
         Tests or were promoted without conditions the preceding year.

   2. Grades given in French will be A-B-C-D-F. The grades will count
         towards the parish Honor Roll. The state curriculum guide, Visages, will be
         used. (See Addendum, Letters of Waiver and Response: Foreign Language)

    3. Exploratory French may be offered to Grade Eight students for a
         minimum of 150 minutes per week taught as an elective in 4 X 4 schedule
         depending upon availability of a qualified teacher. There are no schools offering
         Exploratory French at this time. The students will be able to exhibit at least 70%
         proficiency in concepts and skills as given by the teacher and specified in the
         state curriculum guide, Destinations (grade eight).

   b. List the model program sites.

          2010 – 2011 Sites Grade 4 - 8: Broadmoor and Lisa Park.

   c. List the designated subject area(s) for foreign language.

          Schedules for French are dependent upon French teachers’ availability.



5. a. List the acceptable behavior requirement for students who are being promoted to
      the ninth grade in the career diploma pathway and who have not met the LEAP
      promotional standard for entering the ninth grade.
      Terrebonne students in the career diploma program shall follow the behavior
      requirements set forth by the district for all students as indicated in the Terrebonne
      Parish Code of Conduct manual.

   b. List any other local requirements for students entering the career diploma pathway
      who are at least fifteen years of age or will attain the age of fifteen during the next
      school year and who did not meet the promotion standard but who score
      Approaching Basic on either the math or English component of the eighth grade
      LEAP test.
      Students shall follow the same remediation course requirements as other students
      who are entering ninth grade and have not passed the LEAP test. They are
      required to pass the remediation course(s) needed before entering Carnegie Unit
      courses in the same subject area.




                                                                                          96
C.      Requirements of the LEAP: High Stakes Testing: Regular Placement

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

        Policy Override – Grade 4
        The local school system (LEA) may override the State policy for students scoring at the
        Unsatisfactory level in English or mathematics if the student scores at the Mastery or
        Advanced level in the other provided that

           The decision is made in accordance with the Pupil Progression Plan, which shall
            include a referral to the School Building Level Review Committee (SBLRC).

           The student has participated in both the Spring and Summer administration of
            LEAP and has attended the summer remediation program offered. (The student
            shall participate in the Summer retest in only the subject which he/she scored at the
            Unsatisfactory achievement level during the Spring test administration.)

           Parental consent is granted.


        Policy Override – Grade 8 only
           The local school system (LEA) may override the State policy for students scoring at
           the Unsatisfactory level in English or mathematics if the student scores at the
           Basic level in the other provided that
            The student scored Approaching Basic or above on the Science and Social
               Studies components of LEAP;
            The student had an overall 2.5 grade point average on a 4.0 scale;
            The student had a minimum 92% attendance during the school year;
            The decision is made in accordance with the local Pupil Progression Plan, which
               may include a referral to the School Building Level Committee (SBLC)
            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 achievement level during the spring test
               administration); and
            Parental consent is granted.
           If a student meets the criteria for this override, and is promoted with an
           Unsatisfactory, the student shall participate in and pass a high school remedial
           course in the unsatisfactory subject before enrolling in or earning Carnegie credit
           for English or mathematics.

      2. 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
             Basic/Approaching Basic achievement level on LEAP.

        Retention of a student is open to review under the guidelines of Due Process by a
        parent, guardian, other qualified agency, principal, local school board, superintendent
        and/or designee of the superintendent. (See L., Policies on Due Process)
        A.     Students who fail to meet the promotional criteria in Section II, Grade 4
                                                                                                97
                Promotion Criteria, shall be retained.
        B.      Students shall not be assigned to the same grade for more than two years.
        C.      If the student is eligible for Transition 4th, a placement will be made to T4.
                                                                                    [Revised 2010-11]
3.      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 pass
        LEAP, and he/she will be 12 years old on or before September 30th of the next
        school year. (Bulletin 1566 §703 C.)

        The student would be promoted to 5th grade only as an Administrative Placement (AP)
        and be provided with a remediation program.

 4.     Describe the LEA’s criteria for determining which 4th grade student(s) will be granted an
        appeal, as outlined in the High Stakes Testing Policy. Describe the criteria used by
        the SBLC to grant the appeal. (Bulletin 1566 §707 D.)
        Only as stated in the High Stakes Test Policy: After the student has met the
        requirements of LEAP Summer School attendance and retest, and has scored within
        the 20 point range, a request can be made for an appeal if the student has a ―B‖ or
        higher in the subject on the final report card for grade 4. (The six criteria below are
        applied to the request and used in decision making.)

                              APPEALS PROCESS FOR GRADE 4

      After the summer LEAP retest, a school system, through its superintendent, may
      consider granting an appeal on behalf of individual students, provided that all of the
      following criteria have been met:
       The student’s highest score in English Language Arts and/or Mathematics on either the
          spring or summer LEAP must fall within twenty (20) scaled score points of the cutoff
          score for Basic.
       The student shall have a 3.0 grade point average on a 4.0 scale in the subject(s) for
          which the appeal is being considered.
       The student must have attended the LEAP summer remediation program.
       The student must have taken the LEAP retest given after the LEAP summer
          remediation program has been concluded.
       The student must have met State-mandated attendance regulations during the regular
          school year and the locally mandated regulations during the summer remediation
          program.
       The principal and the School Building Level Review Committee (SBLRC) must review
          student work samples and attest that the student exhibits the ability of performing at or
          above the Basic achievement level in the subject for which the appeal is being
          considered.

        The appeal must be in writing from the school principal, verified by the
        Supervisor of Assessment, and signed by the Superintendent for the placement
        to occur. Documentation of actual scores and other information should
        accompany the appeals request. [A copy of this appeal must be placed in the
        student’s cumulative folder.]
        All appeals should be sent to the Office of Supervisor of Assessment.




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     5. Describe the fourth grade transitional program required for students who meet the
        criteria. (Bulletin 1566 §703 B.)
        Yes, this program, Transition 4th will be in place for 2010-11 school session. The
        students will be taught 5th grade GLE’s and will be tutored on 4th grade GLE’s in an
        After-School Tutorial and some cases during the school day.

                   TERREBONNE PARISH SCHOOL BOARD
                     201 STADIUM DRIVE  P.O. BOX 5097
                          HOUMA, LOUISIANA 70361
                               (985) 876-7400
                             (985) 872-0054 fax
4th GRADE TRANSITION PROGRAM:

1.      Fourth-graders who score below Basic on the English and math portions of the
        LEAP Test will enter the Fourth Grade Transition Program, which takes place during
        the course of the school year.

        To quality for the Transition Program, the student must:

        ►     Score Approaching Basic in both English and math
        ►     Attend summer remediation and take the retest
        ►     Be remediated on subjects in which they scored below Basic

2.      After completing the Transition Program, that student will be promoted to the sixth
        grade, if he/she meets the following requirements:

        ►     Scores Basic/Approaching Basic in English and math on the fourth grade
              LEAP
        ►     Scores at least Approaching Basic in science and social studies on the
              fourth grade LEAP
        ►     Meets the district requirements for passing to the sixth grade

3.      After Summer School and retest, students may be placed in the Transition Program
        for one year, unless the district decides to retain them. If a student, who has
        completed the Transition Program, does not meet all of these requirements (as stated
        above) to move on to the sixth grade, he/she will be placed in the fifth grade.

4.      Students participating in the Transition Program are placed in a fifth grade
        classroom. Data Processing will give out enrollment directions.           Students
        participating in the Transition Fourth Grade Program may get remediation during the
        school day and/or after school during LEAP after-school tutoring.

                                                                           [Revised 2010-11]




                                                                                         99
6. Describe any local criteria that are used to determine if an 8th grade student is granted
   the U/B waiver allowed by the State’s High Stakes Testing Policy. (Bulletin 1566 §707
   B.)
    Only High Stakes Policy is used to determine a promotion waiver. [Waiver for
    Extenuating Circumstances--The student must have met academic and attendance
    requirements during the regular school year. (See Section III)]

7. Describe any local criteria that are used to determine if an 8 th grade student is granted
   the AB/AB waiver allowed by the State’s High Stakes Testing Policy. (Bulletin 1566
   §707 C.)
   The LEA requires Algebra I, Part 1 in Mathematics and Reading 1, if promoted with a
   double AB/AB.

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

    All students in danger of failing must be reviewed by the SBLRC (School Building Level
    Review Committee). An SBLRC form must be filed in the student’s folder and a copy
    sent to the Central Office. (See Addendum-back of SBLRC form for details)

9. Describe the locally-mandated attendance requirements for summer remediation that
   are used as a criterion for exceptions to High Stakes Policy. (Bulletin 1566 §707)

    The student must attend a minimum of 14 days in the 16 day LEAP/GEE Summer
    School, consisting of 3 and ½ hours per subject per day , to meet summer school
    attendance requirements and be eligible for policy waivers, appeals, and overrides. A
    minimum of 50 hours is required for LEAP Summer School. The system offers 56
    hours per subject.




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D. Progression of students participating in LEAP Alternate Assessments

1. Describe how the SBLC determines progression of students with disabilities
   participating in LEAP Alternate Assessments. List the specific criteria that will be used
   by the SBLC.
   Students with disabilities who participate in the LEAP Alternate Assessments (LAA 1
   and LAA 2) shall have promotional decisions determined by the School Building Level
   Review Committee (SBLRC).
   Progression: Students Participating in Alternate Assessment - Special Education

   LAA 1 students are progressed based on the following criteria:
   Special education students participating in LAA 1 Alternate Assessment        will
   progress from one grade level to the next with the recommendation
   of the SBLRC, as follows:
                           Homeroom Grade               Age
                             K                      6
                             1                      7
                             2                      8
                             3                      9
                             4                     10
                             5                     11
                             6                     12
                             7                     13
                             8                     14
                             9                     15
                             10                    16
                             11                    17
                             12                    18 - 21

   Students in LAA 1 must meet the following assurances for progression:

   1) The student must meet the attendance requirements according to
      Bulletin 741.
   2) The student must complete 70% of his/her annual goals.

   3) Transition planning at an appropriate age must be addressed by the student and
      documented by the teacher.

   Students participating in LAA 1 are working towards a Certificate of Achievement.
   Types of LEA Certificates available are:

   1) Terrebonne Parish Certificate of Course Work/Activities Completion
   2) Terrebonne Parish Certificate of Skills Completion
   ____________________________________________________________________
   NOTE: LAA 2 students must meet the same criteria as regular students, substituting
   the LAA 2 testing program. (See Section II) [Review IEP for placement decisions.]




                                                                                        101
E. Limited English Proficient Students
   1. Describe the procedures the LEA has established to identify language minority
   students. All students entering the school system for the first time must complete the
   Home Language Survey which identifies language minority students. The completed
   survey is part of the permanent record of every student in the district. Any student
   whose completed Home Language Survey indicates use of a home language other than
   English is considered a language minority student and is screened for English
   language proficiency. Students who first learned a language other than English or who
   speak another language most of the time are also screened for English language
   proficiency.

   2.Describe the procedures the LEA has established to determine if language minority
   students are limited English proficient. The LAS (Language Assessment Scales) is
   administered to all identified language minority students. Limited English proficiency
   criteria is met if the score is third level or below. 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 (2) years at composite level 5 on the English Language Development
               Assessment (ELDA); or
               b. One (1) year at composite level 5 on ELDA and one year at grade-level
               benchmark/low risk on a standardized reading assessment, such as, DRA or
               DIBELS.
       (2.)    For Grades 3 – 12:
               a. Composite level 5 on ELDA; or
               b. One (1) year at composite level 4 on ELDA and one year at proficient level
               (Basic or Above) on English Language Arts portion of the iLEAP, LEAP, GEE,
               LAA 1, or LAA 2.
       (3.) Students with disabilities who are unable to meet the above exit criteria after 4
               years or more, who are in LEP status because of their disability, may be exited
               from LEP status ONLY as decided by a consensus of the members of the
               School Building Level Committee/IEP committee (SBLC/IEP). These students
               will still be required to take statewide assessments.

   3. 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.
       LEP students are placed in an age-appropriate grade. If a LEP student enters the
      school system with no academic records, the student is placed in a grade
      corresponding to his or her age. For SECONDARY NON-ENGLISH STUDENT WITH
      RECORDS the following will apply: Evaluation of student’s transcript by a qualified
      counselor; student placement in the appropriate grade level based on earned credit;
      students fifteen years or older are placed in appropriate high school program of
      studies. Students are serviced in the general education classroom and through a pull
      out ESL program. Student progress and placement needs are evaluated at frequent
      intervals to meet changing needs of students. High School students are serviced
      through an ESL elective class. The Instructional model for ESL instruction is designed
      to teach English language skills, study skills, content vocabulary and cultural
      orientation. Medium of instruction is English with little or no use of native language.
      NO LEP STUDENT SHALL BE RETAINED SOLELY BECAUSE OF LIMITED
      ENGLISH PROFICIENCY. Parents have the right to refuse LEP services.


                                                                                            102
   4. Describe the procedures the LEA has established to monitor former Limited English
      Proficient students for two years.

      Report card grades and State Assessment results are reviewed for 2 years on students
      who exited the program because of attaining full English proficiency on the ELDA.
      Students may be reclassified as LEP if progress is not maintained.


F. Acceleration

   1. Describe the policies and procedures that address the placement of students who
      evidence 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.
      Terrebonne Parish School District Acceleration Administrative Procedures (6/30/06)
      govern the placement of students who meet the prescribed criteria for placement in
      appropriate classes.
   2. Describe the LEA criteria for acceleration, including who is involved in the decision-
      making process, what evaluation criteria are used, and other local policies.
      A committee of educators involving supervisory level personnel met on June 30, 2006
      to determine procedures and evaluation criteria to be used. The Acceleration
      Placement Committee shall be composed of the student’s classroom teacher, parent or
      guardian, the principal, and the appropriate supervisor.
   3. Describe any applicable policies and procedures for grade ―skipping.‖
      Students may be referred by a classroom teacher or parent. Students shall have been
      identified as an exceptional child as validated by Louisiana Bulletin 1508 criteria. The
      referral must provide background on the student’s academic status and differentiation
      strategies used to meet the academic needs of the student. A school-based
      Acceleration Placement Committee shall meet to review the referral. Acceleration
      options for consideration include such practices as grade skipping and acceleration in
      one or more specific content areas.
   4. Describe any policies governing services for gifted students.
      Gifted students are included in the above stated policy.

   5. Describe any programs offered such as High School Credit for Elementary students.
      However, it is not necessary to include the criteria identified in Bulletin 741.
      Credit is given only as per Bulletin 741. Algebra 1 is presently being offered to
      qualified Grade 8 students.

G. Transfer Students

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

      a. Approved schools within the state (public/nonpublic)
           1. Kindergarten:
           Records of students transferring within the parish will be sent to the receiving
           school. These students are placed into kindergarten classrooms for instruction.
           If a student transfers from another school system outside of Louisiana which
           does not administer a developmental test, the student is administered the

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Chicago EARLY Assessment Screening and the results are used
appropriately.

2. Grades One through Eight and Entry to Grade Nine:

Students transferring from out-of-state schools that are accredited are placed
initially at the level specified until the student's school records with grade level
indicated are received by the principal. Students transferring from
non-accredited schools or having no obtainable records are given initially a
tentative grade level assignment. A reading test can be administered to such a
student within the assigned school to determine grade level and program
placement, if necessary. In addition, consideration is given to the student's age
and any information, which can be supplied by the parent. (See Policies
Relative to School Records, Section K)
Exception:
Students entering Grade Five or Grade Nine must pass the LEAP exams in
English Language Arts and Mathematics prior to placement. The LEAP
Placement Exam may be substituted according to state guidelines.

3. Grades Kindergarten through Twelve - Special Education:
(a) Students who transfer into the Terrebonne Parish School System from
another district within Louisiana, within the same academic year, will receive a
free appropriate public education (FAPE), including special education services
consistent with the previous district’s IEP (Individual Education Plan) in
consultation with parents, until the district adopts the previously held IEP or
develops and implements a new IEP that is consistent with federal and state
law.

(b) For students who transfer from a district outside of Louisiana within the
same academic year, and who had an IEP in effect, Terrebonne Parish School
System will provide FAPE, including services consistent with the previous IEP,
in consultation with parents, until the new LEA conducts an evaluation, if
determined to be necessary, and develops a new IEP that is consistent with
federal and state law.

Any infant or toddler moving to Louisiana who has an Individualized Family
Service Plan (IFSP) will be referred to the Child Search Coordinator who will
assist the family in accessing the Early Steps system.

Parents of infants and toddlers with disabilities who have an IFSP and who
transfer to this parish will contact the Child Search Coordinator who will assist
the family in accessing continued services.

4. Grades Kindergarten through Twelve - Limited English Proficiency
(LEP):
Transfer elementary and secondary Limited English Proficiency students -- A
student, transferring from a non-accredited school, or having no obtainable
record, may be given initially a specified test(s). School personnel shall give the
student and/or parent or guardian an explanation of the Carnegie Units
necessary for secondary students.



                                                                                 104
      In addition, the school personnel shall explain the school age attendance law if
      applicable to the student and shall recommend student placement in
      accordance with written policy. The recommended placement may or may not
      be accepted by the student and/or parent or guardian.

      A secondary transfer student whose previous school absence exceeds the
      stipulated attendance requirement in this parish and/or state must present
      written documentation of extraordinary circumstances prior to receiving school
      entrance approval from the Supervisor of Child Welfare and Attendance.

b. Approved out-of-state schools (public/nonpublic)

      Grades Nine through Twelve - Secondary Transfer:

      A secondary student, transferring from an out of state accredited school, is
      tentatively assigned classification status and placed in an appropriate schedule.
      Tentative placement shall be the result of age level and oral evidence of
      previously earned Carnegie Units as given by the student until the student's
      certified transcript, exhibiting total academic credits, have been received by the
      principal. At that time, student placement adjustments may or may not have to
      be made to meet the needs of the student as well as mandates of the parish
      school system and state.

      Students entering Grade 9 must pass the LEAP English Language Arts and
      Mathematics Exams prior to placement. The LEAP Placement Exam may be
      substituted according to state guidelines.


c. Unapproved schools (public/nonpublic)

      A student, transferring from a non-accredited school or having no obtainable
      record, may initially be given specified test(s). School personnel shall give the
      student and/or parent or guardian an explanation of the Carnegie Units
      necessary for secondary students.

      In addition, the school personnel shall explain the school age attendance law if
      applicable to the student and shall recommend student placement in
      accordance with written policy. The recommended placement may or may not
      be accepted by the student and/or parent or guardian.

      A secondary transfer student whose previous school absence exceeds the
      stipulated attendance requirement in this parish and/or state must present
      written documentation of extraordinary circumstances prior to receiving school
      entrance approval from the Supervisor of Child Welfare and Attendance.

      Grades Kindergarten through Twelve - Foreign Schools:

      (1)    The foreign transfer student must submit a transcript in English. The
             school shall evaluate the foreign student's transcript and recognize only
             those courses that clearly demonstrate content and time requirements

                                                                                     105
            as required by Bulletin 741 and state curriculum requirements; only then
            will Carnegie units be awarded.

            Credits earned by students in American schools in foreign countries shall
            be accepted at face value.

     (2)    Foreign exchange students in grades 9 - 12 possessing either an F-
            1 Visa or J-1 Visa must adhere to the following:

            (A)    F-1 students accepted into the Terrebonne Parish School
                   System may participate as cultural students or for
                   graduation, and must provide the
                   following:
                         A copy of the student transcript, in English, inclusive
                          of a description of courses listed and the total number
                          of minutes of
                          each, and
                         Reimburse the Terrebonne Parish School System for
                          the full, unsubsidized per capita cost of education.

            (B)    J-1 students accepted into the Terrebonne Parish School
                   System may participate as cultural exchange students
                   receiving no credit.

     (3)    Foreign exchange students are not eligible for scholarship
            consideration, valedictory honors, or salutatory honors.


d. Home Study

  i. Provisions for LEAP/iLEAP Students

  ii. Names of the entrance tests used to determine grade placement

  iii. List the procedure for determining Carnegie credit for high school students.

           Grades One through Twelve - Home Study Program:

     A student who is admitted for the first time or re-admitted to the Terrebonne
     Parish Public Education System following a home study program must:
     (1)    be administered, in spring, as determined by the Superintendent, the
            Louisiana State Test(s)(LEAP/ iLEAP) for the appropriate grade offered
            by the State Department of Education; and/ or the norm-referenced
            local testing program. DIBELS and SCANTRON Benchmark tests at
            the appropriate grade levels may also be used.

     (2)    be given, from the date of the request for admittance grade level
            placement based on factual grade level results or until a reading test or
            other data can determine appropriate placement.

     (3)    Students entering fifth or ninth grade must have passed the LEAP -
            English Language Arts and Mathematics Exams prior to placement

                                                                                      106
                   and met the requirements of the High Stakes Testing Policy.

            (4)    Home School/Study students must pass Proficiency Exams to be eligible
                   for any Carnegie Unit credit.

  2. Describe the procedures for Interim IEP’s.

            For students who transfer from a district outside of Louisiana within the same
     academic year, and who had an IEP in effect, Terrebonne Parish School System will
     provide FAPE, including services consistent with the previous IEP, in consultation with
     parents, until the new LEA conducts an evaluation, if determined to be necessary, and
     develops a new IEP that is consistent with federal and state law.

     Students who have a documented severe or low-incidence impairment documented by
     a qualified professional shall be initially enrolled in a special education program
     concurrent with the conduct of the evaluation. This enrollment process, from the initial
     entry into the LEA to placement, shall occur within ten (10) school days.

     Parents of infants and toddlers with disabilities who have an IFSP and who transfer to
     this parish will contact the Child Search Coordinator. The child will be eligible to
     receive special instructional services in Terrebonne Parish.

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

     Described in each transfer section above

H. Retention Policy

  1. State the number of times a student may be retained in each grade or level.
     Students shall not be assigned to the same grade for more than two years.

  2. Describe any additional LEA policies that may determine student retention.
     All retentions of students shall be within the following limitations:
              Grades K – 3* Allows for 1 retention only- (Five year maximum)
              Grade 4 –          Allows for 1 retention only- (Two year maximum-
                                  LEAP High Stakes)
              Grades 5 – 7       Allows for 1 retention only-For students retained less
                                  than 2 times in lower grades (Four year maximum)
                                  Three year maximum for students retained 2 times in
                                  lower grades.
              Grade 8-           Allows for 1 retention-(Two year maximum- LEAP
                                  High Stakes Testing Policy)
             *If a student does not meet promotional requirements for a second time in
             grades K – 3, school personnel in collaboration with the parents shall develop
             and implement an intervention plan to address the student’s instructional needs,
             (SBLC – see District RTI Plan).                                [Revised 2010-11]




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

      Intervention is provided for all students who are not making the expected progress
      within a grade level.

      Tier 1 – The Core Curriculum
      In Louisiana, the Grade-Level Expectations and the Comprehensive Curriculum
      comprise the core curriculum for all students at each grade level. This core curriculum
      should be taught to all students through the use of instructional materials, including
      textbooks that are aligned to the GLEs and based on strategies that are supported by
      research. Research documents 80-90% of students will be successful at this tier of
      instruction without further intervention.


      Tier 2 – Strategic Intervention
      Based on regular screening assessments that monitor student progress in the core
      curriculum or Tier 1, students are identified for additional assistance through Tier 2 or
      strategic intervention. Tier 2 intervention involves more targeted, short-term
      intervention that is provided in addition to, not in place of, Tier 1 instruction. Tier
      2intervention is delivered in smaller groups and provides additional targeted instruction
      in skills or concepts from Tier 1 that specific students in the group are having difficulty
      mastering. Generally, 5-10% of students require this level of intervention in addition to
      Tier 1 or the core curriculum. Note that this tier generally involves short term
      intervention and that students enter and exit based on frequent progress monitoring
      during this intervention.

      Tier 3 – Intensive Intervention
      Lack of success based on frequent progress monitoring results while in Tier 2 will
      result in some students’ needing even more intensive intervention in even smaller
      group sizes, more substantial blocks of time, a more highly trained interventionist, or
      explicit and systematic targeted instructional materials. This third tier will likely include
      longer term intervention for students. Generally, only 1-5% of students require Tier 3
      intervention if the model is implemented with fidelity.



I. Alternative Schools/Programs/Settings and Adult Education

   1. List the written policies for all alternatives to regular placements.

             Grades Seven through Twelve - Honors Program
             Initial placement of a student in any honors class will be based on:

             A.   Student placement
                    Initial placement of a student in any honors class for a specific subject will
                    be based on the following:
                    (1) The formula will use the most current test scores and final grades for
                    the last three years, weighting those totals* and arriving at an index
                    score.



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             (2) Student scores on LEAP or iLEAP will be based on the
             Achievement Level in the subject tested as follows:
             3 X Achievement Level = __________points
             Values of Achievement Levels scores are Advanced (5 points), Mastery
             (4 points), and Basic (3 points).

             (3) Students final grade for the subject will be as follows:
             1 X the Sum of the Final Grade (3 years) = _________points
             [Based on Quality points of grade]

             (4) Total Maximum points (Index) = _____________points
             [Add items (2) and (3) together]
             Total maximum points = 27

             (5) HONORS = 21 + POINTS,
             or
             With Teacher Recommendation = 18 – 20 points. If participation is in
             the best interest of the student, he/she may be placed in an honors
             class.


Explanation: *Weighting the two totals gives comparable value to performance on one
test and final grades for three years in the subject area.

Once placed in an honors class, students will continue, in the succeeding years, to be
placed in honors classes of the same subject as long as they are successful or until re-
evaluation shows their proper placement to be at another level. Re-evaluation of any
student’s placement may be requested by the student, by his/her parents, or by
teachers, administrators, or other professional school personnel. A committee
composed of the administrator, the honors course teachers, school counselor, and
parent will determine student placement.
Conferences and meetings with parents to explain or discuss student placement will be
held as needed.
(See Course Offerings Chart in Addendum B)

Grade Twelve - High School Credit for College Courses

(1)   Prior to graduation from high school, students of high ability may be permitted to
      substitute college courses for high school credit provided the following
      conditions are met:

      (a)    The granting of high school credit for college courses shall be limited to
             students who have earned 12 or more high school units of credit toward
             graduation. These students shall be in attendance in at least one high
             school class while enrolled in college courses.

      (b)    A student shall meet the entrance requirements established by the
             college.

      (c)    The principal of the school shall approve the advanced offering to be
             taken by the student in college.


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      (d)    The principal shall verify that the contents of the college course meet
             the standards and grade-level expectations of the high school course for
             which the student is receiving credit.

      (e)    The student shall earn at least two or three college hours of credit per
             semester. A course, consisting of at least two college hours, shall be
             counted as no more than one unit of credit toward high school
             graduation.

      (f)    The high school administrator shall establish a procedure with the college
             to receive reports of the student's class attendance and performance at
             six or nine week intervals.

      (g)    College courses shall be counted as high school subjects for students to
             meet eligibility requirements in order to participate in extracurricular
             activities governed by voluntary state organizations.

      (h)    Students may participate in college courses and special programs during
             regular or summer sessions.

      (i)    For gifted students, entry into a college course for credit shall be stated in
             the student’s IEP.

Early College Admissions Policy
      (a)   High school students of high ability may be admitted to a college on a full-
            time basis.

      (b)    A student shall have maintained a ―B‖ or better average on all work
             pursued during three years (six semesters) of high school.

      (c)    The student shall have earned a minimum composite score of 25 on the
             ACT or an SAT score of 1050; this score must be submitted to the
             college.

      (d)    A student shall be recommended by his/her high school principal.

      (e)    Upon earning a minimum of 24 semester hours at the college level, the
             student shall be eligible to receive a high school diploma.
             1) Forms provided by the DOE and completed by the college registrar
             certifying that the student has earned 25 semester hours of college credit;
             and
             2) A Certificate of High School Credits.

      (f)    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. (R.S. 17:183.5)




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Gifted Program - Grades K - 12

Gifted students are those who demonstrate abilities that give evidence of high
performance in academic and intellectual aptitude which are determined by the criteria
set forth in Louisiana Bulletin 1508.

The students follow the regular education curriculum at an individualized pace with
additional opportunities for enrichment as designated through an
Individualized Educational Plan (IEP). The implementation of an IEP for each student
provides the basis for instruction with emphasis upon individualized capabilities in both
the provision of enrichment activities and the rate of presentation in all areas of which
the student has strengths.

Because of the unique needs of gifted students, their curriculum must be differentiated
in content, process, and product. These students should become actual investigators
of real problems or topics by using appropriate methods of inquiry to add new
knowledge, ideas, or products to their fields of study.

The curriculum will be built around the four program goals, which are as follows:

(1)   To develop the desire and ability to apply higher level thinking skills in solving
      problems.

(2)   To develop creative thinking processes.

(3)   To allow the child to pursue areas and topics of interest according to his own
      unique talents and abilities.

(4)   To introduce the child to curriculum and experiences not part of the regular
      classroom program.

Talented Program - Grades K - 12

Students who possess measurable abilities that give clear evidence of unique talent in
the visual and performing arts and have been identified as Talented in accordance with
Bulletin 1508 for special education classification are enrolled in a talented program to
meet their needs.

The program allows students the opportunity to pursue individualized goals and
objectives established in the Individualized Education Program (IEP). The
implementation of the IEP for each student provides the basis for instruction with
emphasis upon individualized capabilities in the areas of which the student is identified
talented.

Alternative - Grades 9 - 12

Students may earn high school credit through Proficiency Examinations or
Correspondence courses as well as dual enrollment as allowed through Bulletin 741.


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2. Describe any local criteria used for placing students in the Options Program
   (PreGED/Skills).

       Pre-GED/Skills Option Program (OPTION 3) shall be available to students
      who meet criteria as outlined in Bulletin 741: Louisiana Handbook for School
      Administrators, standard 1.151.05.

             Enrollment in this program is voluntary.

             Parental/Guardian and/or adult student consent form must be signed.

             Counseling will be provided regarding career options, academic and skills
              training and a Career Option Plan.

             Student must be 16 years of age or older or will turn 16 before the end of
              the school year.

             Student has repeatedly demonstrated lack of success on LEAP/GEE test(s)
              required for high school graduation or grade level progression; or the student
              has participated in Alternate Assessment.

             Program will include three hours of academic skills courses and three hours of
              career/skills preparation.

             Courses will have no more than a 20:1 student teacher ratio.

             Carnegie units may be offered (not required).

             EXIT: Any student who decides to exit the Option 3 program prior to completion
              must return to his/her original program in the exact spot that he/she left.
              Example: (1) A 10th grade student would return to 10th grade and is subject to
              taking the GEE. (2) An 8th grade student would return to 8th grade and would be
              subject to the 8th grade LEAP requirements. Upon returning to their original
              program, they are subject to all promotional requirements at that grade level.



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

      Grades K through Twelve – Andrew Price School/East Street School

              An Alternative Disciplinary Program is offered for students in grades K-12 at
              Andrew Price School or East Street School:
              The program's goal is to continue with educational services by enrolling students
              with behavioral issues at an alternative site. As mandated by R.S. 17:416.2,
              placement of all suspended /expelled students in grades K – 12 as follows:


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                   1. Tier I -     Andrew Price School and East Street School
                                   Short term - 3 to 5 days

                                   K - 12 - Students removed from school for appropriate
                                   disciplinary action

                   2. Tier II -    Andrew Price School and East Street School
                                   Long term

                                   K - 12 - Regular and Special Education expulsion including
                                   drugs, weapons and behavior

                   3. Tier III -   Juvenile Detention Center
                                   Placement of students through the judicial system


   4. Describe the LEA’s procedures for placement in adult education programs, addressing
      both groups of students – 17 years or older and 16 years with parental consent.
      (Do not include copies of policies identified in Bulletin 741.)


      Parent signature is required for any student under 17 years of age. These students
      and those who are 16 years old, who are considering leaving the public school, are
      counseled by the Dropout Prevention Specialist. These students may be referred to
      Adult Education but are usually steered toward a High School GED prep program, if
      possible.

J. Review of Placement

   1. 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
           To assure uniformity in the implementation of the Terrebonne Parish School
           System's placement policies and/or decisions as set forth in this document, the
           assistant Superintendent of Curriculum and Instruction has given the principals,
           as well as teachers, the responsibilities of:

            1.     following guidelines concerning placement decisions

            2.     activating, enforcing, and checking within their respective schools for
                   accuracy of the contents of the plan

            3.     formulating a School Building Level Review Committee to make decisions
                   relative to student placement

            4.     using proper forms in writing and maintaining student records concerning
                   placement decisions


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            5.     adhering to the Due Process Procedure on student placement

            6.     releasing student placement information to only parent, guardian, or other
                   qualified individual.

     Monitoring of promotion and placement decisions is conducted by the principal and is
     on-going if necessary. Monitoring by designated central office personnel is
     documented through the SBLRC form (See Appendix), which is submitted during the
     session if grade placement is changed, with mandatory submittance at the end of the
     session.

     Review of promotion and placement may be initiated by the local board,
     Superintendent, and/or parent or guardian. (See L., Due Process)

K. Records and Reports

  1. Describe any additional local policies that relate to the maintenance of records and
     reports that affect student promotion and/or retention.
     Policies on Records and Reports

     The principal shall be responsible for keeping an accurate and complete record of

     the work done by each pupil during each year that he/she attends school under the

     jurisdiction of said principal. While this responsibility may be delegated to a teacher or

     a secretary, the final responsibility for the completeness and accuracy of these records

     shall rest with the principal.

     The Terrebonne Parish School System shall maintain permanent records of each

     student's placement, K-12. Each record shall be kept as a part of the student's

     cumulative file.

     1.     Cumulative Cards and Folders

            a.     If a child transfers from one school to another within the parish, the
                   principal of the second school attended by the child should request that
                   the principal of the former school send the cumulative card and
                   cumulative folder of said child to the principal of the new school attended.

            b.     A student transferred from a state-approved school, in or
                   out-of-state, will be allowed credit for work completed in the former
                   school. When a student transfers from one school to another, a
                   properly certified transcript, showing the student's record of
                   attendance, achievement, and the units of credit earned is required.

                   The principal of any approved school receiving a student from an
                   unapproved school, in or out-of-state, should carefully investigate the
                   composition of the unapproved school and its instructional program. The
                   school issuing the high school diploma must account for all credit required for
                   graduation and its record must show when and where this credit was earned.
                   The student may be required to provide further evidence of proficiency in the
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           subject matter for which credit is claimed.

     c.    The cumulative cards of dropouts should be filed with the principals of the
           secondary schools for a period of two (2) years after which these records
           will be transferred to the Terrebonne Parish School Board Office Building
           where they will become part of the inactive records.

     d.    The cumulative folder must contain the student's records in accordance
           with the requirements of Bulletin 1566, Section II D, Bulletin 741, and
           Terrebonne Parish Policies and Procedures.

     e.    Records to be included in addition to other local requirements are listed
           below.

           1)       Course grades
           2)       Scores on Louisiana Educational Assessment Program
           3)       Scores on local testing programs and screening instruments
                    necessary to document the local criteria for promotion
             4)     Information (or reasons) for student placement (See Appendix,
                    #32) definition of placement)
             5)     Information on the outcome of student participation in
                    remedial and alternative programs
             6)     Special education documents as specified in the Individuals with
                    Disabilities Education Act (IDEA) - Part B 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
                    either a compensatory or a remedial program - (must be kept on
                    file)
             8)     A copy of the parent's written consent for either the student to be
                    placed in or removed from an alternative to regular placement -
                    (must be kept on file)
             9)     Written documentation of the SBLC procedures and action
                    regarding qualified handicapped students under Section 504 of the
                    Rehabilitation Act of 1973.
             10)    Written documentation of the SBLC procedures and action
                    regarding qualified handicapped students under Act 854 of the
                    Louisiana Legislative Dyslexia Law (Bulletin 1903).
     NOTE: When a decision is made to retain a student, a record will be maintained
     to reflect the parent/guardian has been informed in writing of the decision and of
     the system's due process procedure relating to placement procedures as
     defined in the system's Pupil Progression Plan.

2.   Reports

     a.    Reports to parents must be issued on the fourth school day following the
           close of each grading period with the exception that the report cards for
           the final grading period shall be issued on the last day of school.




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          b.    Mandatory progress-deficiency reports must be sent to the parents or
                guardians of all students, grades K – 8 (non-4X4 schools), in danger of
                failing a grading period before the half-mark of the grading period has
                elapsed. Teachers are encouraged to send progress reports from the
                half-point to the end of the grading period. Teachers in 4 X 4 schools
                must inform parents if student is in danger of failing a course.

          c.    Parents must be informed in writing prior to the placement of a student in
                either a compensatory or remedial program or removal of the student
                from such a program.

          d.    Parents will be given all test results of their child or children upon request.


3.   Health Records

          a.    The supervisors of Child Welfare and Attendance and the supervisor of
                School Nurse Programs can check health records of students to see that
                the immunization statute is being enforced.

          b.    Survey teams, whose proper function under our state and federal laws is
                the public health, can see any cumulative folder of a student for medical
                purposes.

          c.    A copy of medical records can be shared with any agency involved in
                Early and Periodic Screening, Diagnosis and Treatment (EPSDT) without
                a release signed by the parent or guardian.

4.   Special Education Reporting

          The reporting procedures for all special education students' follows established
          Terrebonne Parish Policy. Progress toward reaching IEP goals and objectives
          are sent to parents of exceptional students at the same time as non-disabled
          peers receive reports to parents.




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L. Due Process

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

     a. Regular education students

     b. Student with disabilities

     c. Section 504 students

Policies on Due Process
       P. L. 17:24.4 (ACT 146 SUBSECTION G)
       SECTION G2 - SECTION 504

     PUPIL PROGRESSION PLAN - TERREBONNE PARISH SCHOOL SYSTEM

     The procedure to be followed in resolving a complaint by students, parents, teachers,
     or other qualified individuals regarding a student's program placement, instructional
     program and/or process, assigned letter grades, due process rights for Section 504 of
     the Rehabilitation Act of 1973 shall be accomplished in accordance with the following:

     l.     The person or persons making the complaint will first discuss the matter with the
            student's teacher(s) and principal and/or the Review Committee at the school
            building level. If deemed necessary, the appropriate principal and complainant
            will be involved in further discussion with one or more supervisors of instruction.
            Supervisors of Child Welfare and Attendance may be included in the discussion.
            (Cases involving a complaint by teachers shall be referred to the principal. The
            remainder of the following steps will occur as necessary.)

     2.     If, as a result of the discussion, the matter is not resolved, the complainant may
            request a meeting, in the attempt to resolve the complaint, with the Assistant
            Superintendent. The assistant superintendent has the delegated authority to
            include in this meeting the professional personnel deemed necessary by him/her
            to resolve the complaint.

     3.     If the matter is not resolved, the complainant may initiate the complaint in writing
            to the superintendent of the Terrebonne Parish School System within five days
            of the meeting with the assistant superintendent. Full details of the complaint
            must be in writing.

     4.     The superintendent and any professional personnel he may choose to designate
            shall investigate the complaint and communicate a written response to the
            complainant within twenty days from the date of the written complaint.

     5.     The complainant or complainant's representative will be given the opportunity
            during this twenty day period to present evidence, including the opportunity to
            question the parties involved in the complaint.

     6.     If the complaint is still unresolved, the complainant may appeal the final
            resolution of the superintendent to the Terrebonne Parish School Board

                                                                                            117
             following the receipt of the superintendent's decision.

      7.     If the complaint is still unresolved, the complainant may appeal the final
             resolution of the Terrebonne Parish School Board to the Louisiana State
             Department of Education after the receipt of the school board's decision.

      Information concerning this complaint procedure regarding student placement will be
      disseminated upon request to interested individuals in Terrebonne Parish.

TERREBONNE PARISH SCHOOL BOARD

TITLE IX OF THE EDUCATION AMENDMENT OF 1972

Grievance Procedures

In compliance with the provisions of Title IX of the Education Amendment of 1972, as adopted
by resolution of the Terrebonne Parish School Board on December 16, 1975, it shall be the
affirmed policy of the Terrebonne Parish School Board to adhere to the provisions of Title IX
as affirmed in the Board's resolution.

In keeping with the provisions of Title IX of the Education Amendment of 1972 the Terrebonne
Parish School Board adopts and publishes the following grievance procedures providing for
the prompt and equitable resolution of student and employee complaints alleging any action
which violates the provisions of the said Title.

Any student, professional employee and non-professional employee who alleges that any
policy or practice of the Terrebonne Parish School Board is contrary to the provisions of Title
IX of the Education Amendment of 1972 shall be directed according to the following
procedures in registering a complaint. In all cases of alleged non-compliance the principles of
due process shall apply.

I.    Grievance Procedure

      A.     Student personnel

             1.     Students alleging non-compliance as a result of policy and procedure of
                    the Terrebonne Parish School Board shall first register their complaint
                    with the employee or person to whom they are directly responsible. This
                    complaint shall be submitted in writing beginning with the classroom
                    teacher or department head, and then to the principal of the school,
                    should the allegation not be resolved at the first level of authority.

             2.     In the event the alleged complaint cannot be resolved between the
                    aggrieved parties and the principal, then the appeal from the principal's
                    decision shall be directed to the appropriate staff member or supervisor,
                    according to the established Table of Organization as printed in the
                    Policies and Procedures - Terrebonne Parish School Board.

      B.     Professional employees
             l.    The aggrieved party shall register, in writing, the allegation directly to the
                   Department Head, School Principal, or Supervisor, and specifically to that
                   person to whom the employee is immediately responsible.

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               2.     Should the complaint not be resolved at the initial level of authority, the
                      appeal shall be directed to the appropriate staff member or supervisor,
                      according to the established Table of Organization as printed in the
                      Policies and Procedures - Terrebonne Parish School Board.

II.      Appeal Procedure

         A.    A written statement of the complaint, including an explanation as to how the
               provisions of Title IX of the Education Amendment of 1972 were violated, shall
               be required.

         B.    Should the complaint not be resolved at the initial level of authority, the appeal
               shall be directed to the appropriate staff member or supervisor, according to the
               established Table of Organization as printed in the Policies and Procedures -
               Terrebonne Parish School Board.

         C.    In the event the complaint is not resolved at the school level or according to the
               Table of Organization as printed in the Policies and Procedures - Terrebonne
               Parish School Board, then the grievance shall be registered with the appropriate
               Supervisor at the Terrebonne Parish School Board Office,
               P. O. Box 5097, Houma, Louisiana 70361, Telephone No. 876-7400.

         D.    Should the office of the Supervisor of Title IX not resolve the complaint to the
               satisfaction of all parties, the aggrieved party may exercise the right of appeal.
               This appeal shall be directed to the Superintendent and then to the Terrebonne
               Parish School Board within five days after the Superintendent has rendered a
               decision, otherwise the decision of the Superintendent shall be final.

DUE PROCESS IN SPECIAL EDUCATION

Prior Notice
Written notice must be given to the parents of a student with an exceptionality at a reasonable
time before the LEA proposes or refuses to initiate or change the identification, evaluation, or
educational placement of the student or the provision of FAPE to the student.
If the notice in the preceding paragraph relates to an action proposed by the LEA that also
requires parental consent, the LEA may give notice at the same time it requests parental
consent.

The prior notice must include the following information:

       A description of the action proposed or refused by the LEA, an explanation of why the
        LEA proposes or refuses to take action, and a description of any options considered or
        rejected by the LEA and the reasons why those options were rejected;
       A description of each evaluation procedure, test, record, or report used as a basis for
        the proposed or refused action and any description of any other factors that are
        relevant to the LEA’s proposal or refusal;
       A statement that the parents of a student with a disability have protection under the
        procedural safeguards of IDEA;
       Identification of the employee or employees of the LEA who may be contacted for
        assistance in understanding the provisions of the procedural safeguards.


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The notice must be in understandable language. It must be written in language
understandable to the general public and provided in the native language of the parent or
other mode of communication used by the parent, unless it is clearly not feasible to do so.

If the native language or other mode of communication of the parent is not a written language,
the LEA shall take steps to ensure that

      a.     the notice is translated orally or by other means to the parent in his or her native
             language or other mode of communications;

      b.     the parent understands the content of the notice; and

      c.     there is written evidence that these requirements have been met.

Right to Inspect and Review Records

The parent of a student with an exceptionality has a right to inspect and review all educational
records with respect to the identification, evaluation and placement of the student and the
provision of a free appropriate public education.

      A.     The LEA must comply with a request by the parent to review the student’s
             records without unnecessary delay.
      B.     The parent has the right to inspect and review the student’s records before any
             meeting regarding an individualized education program or hearing relating to the
             identification, evaluation, or educational placement of the student or the
             provision of FAPE to the student, and in no case more than 45 days after the
             request has been made.
      C.     The parent has the right to a response to a reasonable request for explanations
             and interpretations of the records.
      D.     The parent has the right to request that the LEA provide copies of the records
             containing the information if failure to provide those copies would effectively
             prevent the parent from exercising the right to inspect and review the records.
      E.     The parent has the right to have a representative (authorized in writing) inspect
             and review the records.
      F.     The LEA may assume that the parent has authority to inspect and
              review records relating to his or her child unless the LEA has been
             advised that the parent does not have the authority under
             applicable State law governing such matters as guardianship,
             separation, and divorce.
      G.     Each LEA must keep a record of parties obtaining access to education records
             (except access by parents and authorized personnel) including the name, the
             date access was given, and the purpose for which the party is authorized to use
             the record.
      H.     If any education records include information on more than one child, the
             parents of those children have the right to inspect and review on the information
             relating to their child or to be informed of that specific information.
      I.     The parent has a right to be informed of the type and location of the records
             being collected, maintained, and used by the LEA.
      J.     An LEA may charge a fee for copies of records that are made for parents if the
             fee does not effectively prevent the parent from exercising his or her right to
             inspect and review the records.
      K.     The parent has a right to request that the student’s records be amended when

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     the parent believes that the information contained in the records is inaccurate,
     misleading, or otherwise is in violation of the student’s privacy rights or other
     rights of the student.
L.   After receipt of a request by the parent of a student with an exceptionality to
     amend the student’s records, the LEA must decide whether to amend the
     records or to refuse to amend the records within a reasonable time.
M.   If the LEA refuses to amend the records requested by the parent, the LEA must
     inform the parent of the refusal and advise the parent of a right to a hearing
     under the Family Educational Rights and Privacy Act (FERPA).
N.   The LEA shall on request provide an opportunity for a hearing to challenge
     information in the records to ensure that it is not inaccurate, misleading, or
     otherwise in violation of the privacy rights or other rights of the student.

     1. If as a result of a FERPA hearing, the LEA decides that the information is
     inaccurate, misleading or otherwise in violation of the privacy rights or any other
     rights of the student, the LEA shall amend the information accordingly and so
     inform the parents.
     2. If, as a result of a FERPA hearing, the LEA is not required to amend the
     records because the records are not in violation of the privacy right or any other
     rights of the student, the LEA must inform the parents of their right to place in
     the record comments they may have on the records or comments setting forth
     any reasons for disagreeing with the decision of the LEA.
     3. Any comments by the parents placed in the records as a result of a FERPA
     hearing must be maintained by the LEA as part of the student’s records as long
     as the records are maintained by the LEA.
     4. Any contested records maintained by the LEA and disclosed to any LEA or
     party who has a legitimate interest in the education of the student, as
     determined by the LEA, must include the parent’s comments contesting the
     disclosed information or an explanation of the reasons for the objections to the
     records maintained.

O.   The parent has a right to be informed when personally identifiable information
     collected, maintained, or used by the LEA is no longer needed to provide
     educational services to the student.
P.   The parent has the right to have the destruction of personally identifiable
     information no longer needed to provide educational services to the student.
     However, the LEA must maintain without limitation a permanent record of the
     student’s name, address, telephone number, grades, attendance, classes
     attended, grave level completed, and the year the student completed school.
Q.   When the LEA provides access to a student’s record to parties other than the
     parents of the student or to the employees of a participating LEA involved in
     providing special education and related services to the student, the LEA must
     maintain a record of the parties review the records, the date access was given
     and the purpose for which the access was granted.
R.   When access is granted to records that contain information on more than one
     student, the LEA must grant access to only that information pertaining to that
     parent’s child or access to the specific information on the student.
S.   A parent’s right to view confidential records relating to the student may be
     presumed. However, this presumption may be rebutted if the LEA has
     knowledge that a parent does not have authority to review records under state
     law governing such matters as guardianship, separation, and divorce.
T.   Statements regarding any current or previous disciplinary action taken against a

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             student with an exceptionality must be transmitted to the same extent that
             disciplinary information is included in, and transmitted with, records of students
             without disabilities.
Mediation

Mediation is a way to discuss and resolve disagreements between the parent and the school
with the help of an impartial third person who has been trained in effective mediation
techniques. Mediation is a voluntary process, and both the parent and the school must agree
to participate in order for the mediation session to occur. The mediation sessions are
scheduled in a timely manner and held in a location that is convenient to the parties of the
dispute.

A mediator does not make decisions; he or she facilitates discussions and decision-making.
The discussions in a mediation session are confidential and may not be used as evidence in
subsequent due process hearings or civil court proceedings. If the mediation process results
in full or partial agreement, the mediator will prepare a written mediation agreement that must
be signed by both the parent and the school’s representative. In addition to describing the
things you’ve agreed to, the mediation agreement will state that all discussions that occurred
during the mediation are confidential and may not be used as evidence in a due process
hearing or other civil court proceeding. The signed agreement is legally binding on both the
parent and the school and is enforceable in court.

Mediation is available to resolve a disagreement between the school and the parent regarding
the identification, evaluation, placement, services, or the provision of a FAPE to the student.
The parent may request mediation before, at the same time, or after requesting a due
processing hearing. Requesting mediation will not prevent or delay a due process hearing,
nor will mediation deny any of the parent’s and/or student’s rights. The parent or the school
may suggest mediation, and it begins when both agree to participate. Participating in
mediation is voluntary for both the parent and the school. The parent’s right to a due process
hearing is not delayed or denied by requesting or declining to participate in mediation.

In order to initiate the process, the parent and the school must send the Request for
Mediation to the Division. The Division will assign a mediator who will contact both the parent
and the school to schedule a timely meeting in a convenient location. The Division maintains
a list of mediators who are trained, qualified, and knowledgeable about the laws and
regulations relating to the provision of special education and related services. A mediator is
assigned based on a rotational basis.

No employee of Department of Education (including the Division) a local school corporation or
other public agency providing special education services is eligible to be a mediator.
Mediators must not have any personal or professional conflict of interest. Mediators are not
considered to be employees solely because they are paid to provide this service. The
Division bears the cost of the mediation process.

The school may establish procedures to offer the parent the responsibility to meet at a
convenient time and location to have someone from a parent training center or alternative
dispute resolution entity to discuss the benefits of the mediation process when the parent has
opted not to participate in mediation with the school. However, the Division must approve any
procedures established by the school before they can be implemented, and the procedures
cannot be used to delay or deny the parent’s right to a due process hearing if the parent
declines to participate in such a meeting. The Division pays for the cost of these meetings.


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Due Process Hearing

A due process hearing is a formal proceeding in which evidence is presented to an
independent hearing officer to resolve a dispute between the parent and the school regarding
the student’s disability identification, evaluation, eligibility, placement, services, or
reimbursement of services the parent has obtained privately.

A request for a due process hearing must be made within one year of the date the parent
knew or should have known about the alleged action forming the basis of the dispute with the
school. This one-year limit does not apply if the parent was prevented from requesting the
hearing due to specific misrepresentations made by the school that it had resolved the
problem the parent complained about or if the school withheld pertinent information from the
parent. Only a parent, attorney representing a student, the school or the Department of
Education may request a due process hearing regarding a student with a disability.

To request a due process hearing, the parent needs to send a signed, written request with the
following information:
                Parent’s name, address, and telephone number
                Child’s name and address (if different from parent)
                Name of the school district and the school the child attends
                A statement of the reason for the hearing request, including a description of
                 the problem and a statement of the facts relating to the problem; and
                A proposal for resolution of the problem, to the extent known to the parent.

This information should be sent to:
       Louisiana Department of Education
       Attn: Legal Division
       1201 North 3rd Street
       Baton Rouge, LA 70802

Parents will be not be able to have a due process hearing unless the written request for a
hearing contains all of the information listed above.

Once a request for hearing is received, an independent hearing officer is appointed, and he or
she is provided with a copy of the hearing request. Otherwise, the request remains
confidential. The Division will send the parent and the school a letter notifying them of the
hearing officer’s appointment. In addition, the school must abide by certain requirements
within specific time periods after it receives the request for a due process hearing. The school
must also inform the parent of the availability of mediation and of any free or low-cost legal
and other relevant services in the area.

HOME STUDY PROGRAM - TERREBONNE PARISH
COMPLAINT RESOLUTION PROCEDURE

The procedure to be followed in resolving a complaint by students, parents, or other qualified
individuals regarding a student's placement shall be accomplished in accordance with the
following:

      l.     The person or persons making the complaint will first request in writing a
             conference with the Supervisors of the Office of Child Welfare and
             Attendance.


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      2.     If, as a result of the discussion, the matter is not resolved, the complainant may
             initiate the complaint in writing to the Assistant Superintendent within
             three (3) days of the meeting with the committee and supervisors.

      3.     If, as a result of the discussion, the matter is not resolved, the
             complainant may initiate the complaint in writing to the superintendent of
             the Terrebonne Parish School System within five (5) days of the meeting
             with the committee of supervisors of Child Welfare and Attendance.

      4.     The superintendent and any professional personnel he may choose to
             designate shall investigate the complaint and communicate a written
             response to the complainant within twenty (20) days from the date of the
             written complaint.

      5.     The complainant or complainant's representative will be given the
             opportunity during the twenty (20) day period to present evidence,
             including the opportunity to question the parties involved in the complaint.

      6.     If the complaint is still unresolved, the complainant may appeal the final
             resolution of the superintendent to the Terrebonne Parish School Board
             within fifteen (15) days after the receipt of the superintendent's decision.

      7.     If the complaint is still unresolved, the complainant may appeal the final
             resolution of the Terrebonne Parish School Board to the Louisiana State
             Department of Education within twenty (20) days
             after the receipt of the school board's decision.

This complaint procedure will be issued to students, parents, or other individuals prior
to or following a home study program.



P. L. 95-561 SECTION 128 – NCLB TITLE I PROGRAM - TERREBONNE PARISH

COMPLAINT RESOLUTION PROCEDURE for the ELEMENTARY AND SECONDARY
EDUCATION ACT OF 1965

If the Terrebonne Parish Title I Program is not providing services in accordance with state and
      federal regulations, a parent may file a complaint in accordance with The Louisiana
      Handbook for School Administrators, Bulletin 741, Section 349, which is available online
      at               the                following               website              address:
      http://www.doa.louisiana.gov/osr/lac/28v115/28v115.doc. Parents may also request a
      copy of this bulletin by calling the Department’s toll-free number 1-877-453-2721. This
      bulletin contains detailed procedures established for resolving complaints filed against
      the Department of Education or a local education agency pursuant to provisions of the
      Elementary and Secondary Education Act of 1965, 29 U.S.C. §6301, et. seq. (ESEA).

Summarized from the above handbook, complaints to the Louisiana Department of Education
   must (1) be in writing and (2) describe a violation of the law or a violation of federal
   statutes or regulations.

The written complaint must include:

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         A statement of the violation of a requirement of a pertinent federal statute or
          regulation;
         The facts on which the statement is based, including the name of the local education
          agency;
         A proposed solution for the problem;
         The parent’s signature and contact information;
         Only violations occurring within the past year.

A parent is notified when the Department has received a complaint, and complaints will be
resolved within 60 days of receiving the complaint, unless the timeline has been extended.
The parent will receive a written decision addressing each violation and will also be informed
of the right to request that the Secretary of the United States Department of Education review
the decision made by the Louisiana Department of Education.


M.       Include any additional local option criteria that my not have been addressed with
         the above questions.

                                 Other Curricula Program Requirements

          I. Early Childhood Program

          The purpose of the Pre-Kindergarten Program is to provide access to universal high
          quality, developmentally appropriate pre-kindergarten classes (if funds are available) to
          all four-year-old children who are eligible to enter public school kindergarten the
          following year. Pre-kindergarten is funded through the collaboration of 8(g), Title I, LA
          4 Cecil J. Picard Pre-Kindergarten, and IDEA funds. Terrebonne Parish School District
          has fifty-eight (58) Pre-Kindergarten classrooms and eighteen (18) ECSE (Early
          Childhood Special Education) classrooms.

          II. Sex Education

          Whereas, during the 1979 Legislative Session, Act 480, was passed and permits
          instruction in Sex Education within existing course of study on a local School Board
          option basis, and Whereas, the Terrebonne Parish School Board has appointed a
          Special Parental Review Committee which has studied this matter for several years
          (and reviews this matter periodically ), Now, Therefore, Be It Resolved that the
          Terrebonne Parish School Board in regular session duly convened does hereby
          establish the following policy governing the instruction of Sex Education in the public
          schools of this parish:
          SECTION 1
          A.     "Sex Education" shall mean the dissemination of factual biological or
                 pathological information that is related to the human reproductive system and
                 may include the study of sexually transmitted disease, AIDS, pregnancy,
                 termination of pregnancy, childbirth, puberty, menstruation, menopause, and
                 family planning.

          SECTION 2
           B.  Topics dealing with sex education have been identified and
               designated as "Sex Education" and instruction shall be limited to
               only the approved criteria as set forth by the Parental Review
               Committee and the Terrebonne Parish School Board in the following
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courses:
Course/Grade                         Topic
Life Science                   Human Reproduction,
(Grade 7)                      Puberty, Menstruation,
                               Sexually Transmitted
                               Diseases, AIDS, Family
                               Planning
Consumer Homemaking I Dating
(Grade 9)

Consumer Homemaking II Child Care &
(Grade 10)                    Development

Biology I                      Human Reproduction,
Biology II/AP                  Menstrual Cycle, Family
(Grade 10-12)                  Planning, Prenatal
                               Development, Childbirth,
                               Spontaneous & Therapeutic Termination of
                               Pregnancy, Sexually
                               Transmitted Diseases, AIDS

Parenthood Education           Prenatal and Infant Care
(Grade 11-12)

Adult Responsibilities         Personal Adjustment, Marriage and
(Grade 11-12)                  Family

Environmental Science          Birthrate, Birth Control as it relates to
(Grade 11-12)                  world population

Psychology                     Development of interpersonal
(Grade 11-12)                  relationships

Sociology                      Love and Marriage
(Grade 11-12)

Introduction to                Human Reproduction
Health Occupations
(Vocational-
Grades 11-12)

Health Occupations             Human Reproduction,
General Coop.                  Puberty, Menstruation,
(Vocational-                   Conception, Gestation,
Grade 12)                      Birth




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       SECTION 3
       C. No instruction in sex education will be offered in kindergarten through the sixth
          grade.

       SECTION 4
       D. Those teachers assigned one or more of the subjects listed in Section 2 shall be
          duly authorized as official instructors of sex education. Also, general school health
          nurses, and resource personnel such as medical and health professionals, social
          service personnel, and college faculty members are designated as official sex
          educators as approved by the Terrebonne Parish School Board.

       SECTION 5
       E. Parents not desiring their child to participate in that segment designated sex
          education and having a child enrolled in one of the aforementioned courses shall
          send written notification to the school. Parents may exercise their right to excuse
          their child from such instruction without penalty or loss of academic credit. School
          administrators shall determine a worthwhile alternative to sex education appropriate
          to their own school for students with written parental notification.

       SECTION 6
       F. The Revision Committee for Parental Review is composed of a parent and student
          representative from each high school, the science and social studies curriculum
          specialists, a high school principal, one junior high or middle school principal,
          school nurses, a medical doctor, one clergy member, one each: biology, life
          science, and consumer science teachers; Ex-officio members include:
          Superintendent, Asst. Superintendent, Secondary Supervisor, Student Services
          Supervisor, and Chairman of the Education Committee.

       SECTION 7
       G. Parent permission forms will be distributed to parents of students enrolled in
          courses containing topics considered sex education.

III.   Grades Nine - Twelve Summer School
       A.   Students may attend Credit Recovery classes during Summer School if all
            criteria are met.

       B.    Students attending a state certified summer school will be considered for subject
             credit and possible promotion.

       C.    Regulations of the State Department of Education outlined in Bulletin No. 741
             and the regulations adopted by the Terrebonne Parish School Board will be the
             governing authorities.

 IV.   Grades Four and Eight LEAP Summer School, GEE Summer School

       A.    Students who fail the LEAP or GEE exams are eligible for summer school.
             Classes of fifteen (15) or less will be established. A certified teacher is required
             to teach the courses failed in English/Language Arts and Mathematics. GEE
             failures will also be provided summer classes by a certified teacher in Science
             and Social Studies, as warranted.


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        B.     Courses will be established based on the number of units failed in each subject
               area.

        C.     Students in grades four or eight and GEE failures who are absent from a class
               in excess of five (5) days will not receive credit for the course and will not be
               eligible for override, waiver or appeal. (Extenuating circumstances should be
               referred to the Child Welfare Office for determination.)

        D.     The length of summer school, the time of each period in the daily schedule, and
               the teaching load in each class shall be in conformity with the regulations
               adopted by the State Board of Education.

V.       Students in the Terrebonne Parish School System shall receive instruction in values,
         self-esteem, and respect for individuals and property.

         Individual differences of students shall be provided for within the educational
         program in each school by accelerating students, grouping students, enriching or
         adjusting the program, differentiating materials and methods, providing alternate
         programs, and through establishing special education classes for those children
         whose needs cannot be adequately met in general education programs.

VI.     The instructional program of each school shall be characterized by well-
        defined instructional objectives and systematic planning by teachers based on the
        Louisiana Comprehensive Curriculum and GLE’s.
        The instructional program shall give evidence of:
               A.     The selection and use of varied types of learning materials, experiences
                      and activities.

               B.     The adaptation of organizational and instructional procedures to meet
                      student needs.

               C.     The use of varied evaluative instruments and procedures.

VII.    Technology integration and computer literacy skills will be addressed based on
         established state K – 12 Technology Guidelines. (See ―Terrebonne Technology
         Plan‖)

N. Science Education Act

     1. Each LEA is required to have a policy regarding the implementation of the Science
     Education Act. (Bulletin 741 §337 C. 18; §2304) Include the policy for your district.
        Terrebonne Parish School District will implement Louisiana Science Education Act 473
        by informing all science teachers annually that our policy is to encourage student
        research in controversial issues making sure that teachers not take any position
        relative to the topic. Copies of the act and state education department policy will be
        given to teachers making sure that teachers know to separate themselves from the
        issue, deliver facts for both arguments but not take a side on the issue being
        discussed. This information will be issued and discussed at the annual safety
        workshop.
                                                                        [Revised 2010-11]



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SECTION IV - REMEDIATION

                            Terrebonne Parish School District
                           REMEDIAL EDUCATION PROGRAMS

 Regulations for the Implementation of Remedial Education Programs Related to the
                                LEAP/CRT Program
                                     2010-2011
                              Elementary Education
Purpose:

A program of remedial education shall be put into place by the local parish system following
regulations adopted pursuant to R.S. 17:24.4(G) & R.S.17.394-400). All eligible students
shall be provided with appropriate remedial instruction. (R.S. 17:395A). The intent of remedial
educational programs is to improve student achievement in the grade appropriate skills
identified as deficient on the state's LEAP criterion-referenced testing program in grades 4
and 8. (R.S. 17:395 B and BESE Policy)

Beginning the summer of 1999 and thereafter, remediation in the form of summer school will
be provided at no cost to students who score at the "Unsatisfactory or Approaching
Basic" level on LEAP English Language Arts or Mathematics tests.

Beginning in the Fall of 1999 and thereafter, remediation shall be provided to students who
score at the "Unsatisfactory or Approaching Basic" level on LEAP on English Language
Arts or Mathematics tests. Remediation in Science and Social Studies shall be provided as
part of the integrated Language Arts program in the content areas. A minimum of 50 hours
(pending funding) of remediation shall be provided in Grades 4 and 8, and GEE in all four
subject areas.

All Remedial Education Programs are 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.

State Mandatory Requirements

Any public elementary or secondary student, including a student with a disability participating
in LEAP who does not meet the performance standards established by the Department and
approved by the State Board, as measured by the State criterion-referenced test, shall be
provided remedial education. (R.S. 17:397)

   A.     For the Graduation Exit Examination (GEE), LEAP Alternate Assessment Level 2
          (LAA 2) and End-of-Course Tests, 50 hours of remediation shall be provided to
          students in each content area (English language arts, mathematics, science, and
          social studies) they do not pass.

   B.     Remediation in the form of summer school (50 hours of instruction per subject) shall
          be provided to both 4th and 8th grade students who score at the Approaching Basic
          or Unsatisfactory achievement level on the spring LEAP (English Language Arts
          and/or Mathematics) tests.
           Summer remediation and end-of-summer retests must be offered by school
             systems at no cost to students who did not take the spring LEAP tests or who
             failed to achieve the required level on LEAP.

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                  All students with disabilities who participate in LEAP testing should receive
                   services along with regular education students in summer programs, with
                   special support provided as needed.

                  Students with disabilities who participate in LEAP Alternate Assessment, Level 1
                   (LAA 1), are not eligible to attend the LEAP summer remediation programs.

                  Students with disabilities who participate in LEAP Alternate Assessment, Level 2
                   (LAA 2), are eligible to attend LEAP summer remediation programs.

      C.       Remediation shall be provided to students who score at the ―Unsatisfactory‖ level
               on the LEAP Science and Social Studies tests.

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

LOCAL REMEDIATION PROGRAM:

I.          Program Objectives (Elementary Remediation)
            A.    English/Language Arts
                         60% of the students who scored "Unsatisfactory or Approaching
                         Basic" on the LEAP English Language Arts test for Grades 4 or 8 and/or
                         were retained in Grades 4 or 8 will demonstrate proficiency in previously
                         deficient areas by scoring "Basic" or better in those areas on the re-
                         administered LEAP test.
            B.    Mathematics
                         50% of the students who score "Unsatisfactory or Approaching Basic"
                         on the LEAP mathematics test for Grades 4 or 8 will demonstrate
                         proficiency in previously deficient areas by scoring "Basic" or better in
                         those areas on the re-administered LEAP test.

II.         Program Description (Elementary Remediation)
           1. Describe the criteria used to determine which 4th and 8th grade students, including
              students participating in LAA 2, are eligible for school year intervention/remediation.
                  Student Eligibility:
                  A Remedial Education Program for the Terrebonne Parish School System, as
                  mandated by Louisiana R.S. 17:399 A, will be provided for students who do not
                  meet the state performance standards of ―Basic or above‖ as measured by the
                  LEAP tests for Grades 4 and 8 in ELA and Mathematics. Eligible students in
                  identified special education programs will be included in the program. LAA 2
                  students participate in both the after-school tutoring program and during the
                  school day remediation programs.

           2. Does the district suggest or require a minimum pupil/teacher ratio for remediation
              programs at each individual school? If so, what is the pupil/teacher ratio at each
              grade level?
                   A pupil teacher ratio of 15/1 or less is recommended. Many fourth grade
                  classes are about 8/1.




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3. Does the district suggest or require a minimum number of hours each school should
   provide remediation services to its eligible students? If so, what is the minimum?
      A minimum of 50 hours of remediation shall be provided in Grades 4 and 8, and
      GEE in ELA and Math. A minimum of 30 minutes per week is provided for
      grades 4 and 8 in Science and Social Studies.

4. Approximately when will the school year intervention/remediation programs
    begin in your district?
      The program for Grades 4 and 8 begins during the month of October near the
      end of the nine weeks.

5. Describe the criteria used to select teachers and/or paraprofessionals who
      work providing instruction in the school year intervention/remediation.
      Teacher Qualifications
      Teachers will possess the appropriate certification/qualification (R.S. 17:398 A)
      as required by the Louisiana State Board. Services for which teachers will be
      paid will include time for teaching in 90 minute blocks.
      If the students are participating in remediation classes in the 4 X 4 setting, the
      class becomes part of the teachers’ regularly scheduled day. All attempts are
      made to hire only certified teachers. We have also asked principals to schedule
      their best teachers in these remedial classes.

6. Describe the materials and methodology to be used throughout the district in
      school year intervention/remediation.
      Program Requirements
      Parents will be given prior written notice of the student's program placement and
      a copy of the letter will be placed in the student's cumulative folder. The plan is
      to provide an AFTER-SCHOOL TUTORIAL for no more than two days a week.
      Experienced fourth and eighth grade teachers, if available, will be hired to tutor
      in this program. Transportation will be provided. Under special circumstances
      some students may be provided tutoring during the fine arts and/or physical
      education periods. Students will be provided one hour each in ELA and
      Mathematics and thirty minutes each in Science and Social Studies (90 minutes
      per tutoring day). Students will receive instruction to remediate the skills in
      which he/she is deficient (on LEAP or iLEAP: ISR)* in individual and/or small
      group settings based on numbers of registered students for the program.
      Efforts are also to maintain the other skills tested on the LEAP test of the
      respective grade level. Each student's program will be individualized to provide
      for specific needs. Added skill maintenance and reinforcement will be received
      through regular classroom instruction. Classes in Basic Mathematics and Basic
      English will be offered at the junior high level. We have also added the
      Scantron Benchmark Assessments to assist teachers in identifying weak skill
      areas.
      (*ISR= LEAP: Individual Student Report)

      Program implementation is scheduled for two days per week. (LEAP Tutoring
      Program)

      A variety of materials and equipment, including local and state curriculum
      documents, textbooks, workbooks, skill packets, computer software, and a

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         double-dose curriculum approach, will be employed to promote student interest
         and achievement in addition to meeting program objectives.
         Regular classroom teachers and remedial teachers of the students will
         coordinate their work as much as possible and will maintain communication
         relative to each student's academic performance in the required subject area.
         Student progress will be assessed and documented throughout the program
         using teacher-made and commercial tests and quizzes. {Written nine-week
         progress reports will be issued to students and parents.} A list of eligible
         students shall be maintained at the schools and in the central office. Teachers
         will use the SDE Tutoring Guide activities, and selected commercial test prep
         materials such as Buckle Down, Achieve LA, and the Coach series from
         Triumph Publishing Co., as well as, Success Maker Computer Software. These
         along with teacher made materials and the La. Tutoring Guides online, EAGLE,
         PASS, and Newton are also used as resources.

 7. Describe the form of documentation collected from students/parents who refuse
    school year remediation services.
        Should a parent or legal guardian of a student refuse to permit the
        student to attend/participate in the remedial education class, the parent
        or legal guardian must go to the school to sign and date a "Refusal to
        Accept Remediation Statement" following an explanation of Louisiana's
        Tests requirements leading to the receipt of a high school diploma.
        A copy of the signed statement will be given to the parent and the
        original copy placed in the student's cumulative folder.

  8. Describe how science and social studies remediation is implemented.
       A minimum of 30 minutes per week is provided for grades 4 and 8 in
       Science and Social Studies. The Social Studies component is combined with
       the day of ELA and the Grade 4-―SRA Social Studies Skills Handbook‖ is taught
       for 30 minutes. The Science portion is combined on the day of Mathematics
       tutoring and the Grade 4-―SRA Science Skills Handbook‖ is used for instruction.


C. Coordination of Funds

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

         State, federal, and local funds will be utilized in the day-to-day operation of this
         program through payroll; purchase of materials and supplies; enrollment and
         participation of remedial education students in other federally-funded projects,
         i.e. After-School Tutorials, Title I programs, special ed., etc.; usage of local
         buildings, utilities, equipment, long distance telephone calls, accounting services
         for program, and providing a portion of the salary for a LEAP Remediation Data
         Clerk, as warranted.

D. Evaluation

    Describe the district’s plan for documenting evidence of achievement/growth            of
    students who are participating in school year remediation.
         Student Assessment
         Students scoring "Unsatisfactory or Approaching Basic" on the

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           LEAP language arts or mathematics test for Grades 4 or 8 shall participate in a
           remedial program during the after-school tutorial as documented by attendance
           records. Students may utilize the EAGLE system, as well as, the PASS
           program.

           Program tests in language arts and mathematics will be used to determine the
           extent of student achievement following remediation. A student must score at
           least seventy (70%) percent or above on the skills in which he/she was found to
           be deficient.

           Commercial and locally structured teacher-made written
           Composition activities and/or related topics, quizzes, and tests on
           which students must score seventy percent (70%) or above will be
           used in the program. The program will include the use of integrated
           science and social studies skill material, computer software
           programs, both commercial and teacher-made activity, quiz, and
           test materials on which a student must score 70% or above to
           exhibit skill proficiency. Student assessment will also be based on
           the LEAP Test(s) results of those 4th and 8th, grade students who were
           retained for the year.

           Evaluation

           To assess the effectiveness of the remedial program, in accordance with
           guidelines issued by the Louisiana State Department of Education, a product
           evaluation based on the objectives of the program will be completed at the end
           of the school session based on LEAP retest results.

           If the remediation program described herein is not fully funded by the state, then
           students failing to meet the state standards on the LEAP tests for Grades 4 and
           8 will be provided, within their regular classrooms by the appropriate subject
           matter teachers, as much remediation as possible in the skill areas in which they
           were deficient.


II. Summer Remediation Program

  A. Program Objectives

       List the objectives for your summer remediation program.
            1.     English/Language Arts
                   50% of the students who scored "Unsatisfactory or Approaching
                   Basic" on the LEAP English Language Arts test for Grades 4 or 8 and/or
                   were retained in Grades 4 or 8 will demonstrate proficiency in previously
                   deficient areas by scoring "Basic" or better in those areas on the re-
                   administered LEAP test.
            2.     Mathematics
                   50% of the students who score "Unsatisfactory or Approaching Basic"
                   on the LEAP mathematics test for Grades 4 or 8 will demonstrate
                   proficiency in previously deficient areas by scoring "Basic" or better in
                   those areas on the re-administered LEAP test.


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B. Program Description

  1. Describe the criteria used to determine which 4th and 8th grade students are eligible
     for summer remediation.
          Student Eligibility:
          A LEAP Summer Remedial Education Program for the Terrebonne Parish
          School System, as mandated by Louisiana R.S. 17:399 A, will be provided for
          students who do not meet the state performance standards of ―Basic or above‖
          as measured by the LEAP and LAA 2 tests for Grades 4 and 8 in ELA and
          Mathematics. Eligible students in identified special education programs will be
          included in the program. The program is based on students who score
          Unsatisfactory and Approaching Basic during LEAP Spring testing annually.

  2. Does the district suggest or require a minimum pupil/teacher ratio for summer
     remediation programs at each individual school? If so, what is the pupil/teacher ratio
     at each grade level?
           A pupil teacher ratio of 15/1 or less is recommended. Many fourth grade
          classes are about 8/1 ratio especially in the summer.

   3. 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.
         LEAP 21 Summer School - Grades 4 and 8
         A LEAP summer school program will be conducted from May 30, 2011 to the
         date on which the state will administer LEAP retest (June 28-39). (Classes end
         June 27, 2011.) This allows for 16 days of instruction (4 days per week), three
         and a half hours a day in ELA and Mathematics (56 hours). All students scoring
         "Unsatisfactory or Approaching Basic" in English/Language Arts and/or
         Mathematics will be eligible to participate at no cost to the student.
                                                                   [Revised 2010-11]
   4. Describe the criteria used to select teachers and/or paraprofessionals who work
      providing instruction in the summer remediation. Please be reminded that all
      teachers selected must be certified.
         Teacher Qualifications
         Teachers will possess the appropriate certification/qualification (R.S. 17:398 A)
         as required by the Louisiana State Board. Services for which teachers will be
         paid will include time for teaching and instructional preparation on a per hour
         basis. An application process is used about one month before the start of
         summer school. Teachers are ranked by experience teaching in grades 4 or 8
         and other criteria on a rubric and hired according to need based on the number
         of students as well as the subject area. Every effort is made to hire certified
         teachers only.

 5.   Describe the materials and methodology to be used throughout the district in
      summer remediation.

         Students are taught in three and a half hour blocks per subject area. Students’
         spring test results are reviewed in instructional planning. Targeted areas are
         identified and instruction and review is planned based on weak areas identified
         on the students’ test profiles. Instructional materials used are varied and include
         LEAP Tutoring Guides (SDE), Strategies for Success in Reading and
         Mathematics, Problems Plus, Coach , Achieve LA, Soaring Scores in ELA and

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            Mathematics, Write Source books and kit, local Math Manipulative Kits (Grade
            4). Teacher direct instruction is expected along with practice and writing, and
            especially instruction on how to respond to a constructed response question.
            Training is conducted with teachers setting expectations for the type of
            instruction needed prior to Summer school beginning.

    6. Describe the form of documentation collected for students and parents who
        refuse summer remediation services.
            Should a parent or legal guardian of a student refuse to permit the
            student to attend/participate in the remedial education class, the parent or legal
            guardian must go to the school to sign and date a "Refusal to Accept
            Remediation Statement" following an explanation of Louisiana's LEAP Tests
            /High Stakes requirements leading to the receipt of a high school diploma. A
            copy of the signed statement will be given to the parent and the original copy
            placed in the student's cumulative folder.

   C. Coordination of Funds

       Describe the district’s plan for coordination of state, federal, and local funds for
       summer remediation.
           State and local funds will be utilized in the day-to-day operation of this program
           through payroll; purchase of materials and supplies; enrollment and participation
           of remedial education students in Title I intervention programs targeting reading
           and math, i.e. After-school tutorials, Title I programs, special education, etc.;
           usage of local buildings, utilities, equipment, long distance telephone calls,
           accounting services for program operation and data collection. All expenditures
           are documented in Fund # 720. A list of eligible students shall be maintained at
           the schools and in the central office.
  D. Evaluation

       Describe the district’s plan for documenting evidence of achievement/growth of
       students who are participating in summer remediation.
            Student Assessment
            Students scoring "Unsatisfactory or Approaching Basic" on the Spring
            LEAP language arts or mathematics test for Grades 4 or 8 shall participate in a
            LEAP Summer remedial program for a minimum of twenty instructional days as
            documented by attendance records. The Summer Test results will be compared
            in August annually for student growth in achievement and success in meeting
            the Basic or above level proficient performance. The goal is a 50% or better
            success rate in the summer program.

III. GEE, LAA 2, AND EOC Remediation

  For the Graduation Exit Examination (GEE), LAA 2, and EOC remediation a minimum of
  50 hours of remediation shall be provided to students in each content area (English
  language arts, mathematics, science, and social studies) they do not pass.

  Describe the GEE remediation provided for students. Include the following:

     A.     Program Objectives (Secondary Remediation)
            1.    80% of the students receiving remediation in English language arts,
                  mathematics, social studies, and science shall demonstrate growth in the

                                                                                           135
               area(s) of deficiency/deficiencies noted on the (ISR) individual student
               report as documented in teachers’ grade books.

        2.     The attendance rate for the remediation program shall be at least 90% as
               evidenced by local records.

        3.     85% of the students receiving remediation shall demonstrate mastery in
               the items in which they were deficient by earning a passing score on the
               retake exam.

B.      Program Description
        1. Student selection criteria
               Student Eligibility
               The Remediation Education Program mandated by Louisiana R. S.
               17:398 B in the Terrebonne Parish School System will be provided for
               secondary students, including students in special education programs,
               who do not meet the performance standards established by the
               Department and approved by the State Board, as measured by the State
               criterion-referenced tests. The program is offered at no cost to students.

     2. Pupil/Teacher ratio
               A pupil teacher ratio of 15/1 is recommended. The maximum
               in GEE remedial classes should be no greater than 20/1 ratio especially
               in the summer.

     3. Instructional time
                Program implementation is scheduled for August 9 through December
        21, 2010, and January 3, 2011 to April 7, 2011. Regular remediation classes
        will be 90 minutes per day structured within the class day. Alternative Classes
        will continue for a minimum of one hour per week, or a one and a half-hour block
        of instruction in each discipline. An After-school tutorial is also offered from
        October 1 – 15, 2010 and March 14- April 7, 2011. Students may earn a ½
        Carnegie unit credit for each regular remediation class and retests completed
        successfully.
                Note: A student may not earn more than two Carnegie units for
        remediation courses to use toward a diploma. The preceding class schedule
        may be adjusted if the amount of State funds are decreased or increased to
        provide for additional days.
                A GEE Summer Program will be conducted from May 30, 2011 to June
        27, 2011, (16 days) (4 days per week) prior to the June retest dates-- June 28,
        29, 30, 2011.Each subject area is offered in the summer in three and a half
        hour blocks.                                                      [Revised 2010-11]

     4. Selection criteria for teachers and/or paraprofessionals
        Teacher Qualifications
        The range of class size will be from seven to twenty students per teacher who
        will possess the appropriate certification/qualifications as required by the
        Louisiana State Board. Teachers will be employed for one and one-half hours
        per day/a class period, which will allow time for instructional preparation in the
        designated subject area. Teachers should be certified in the subject area they
        will teach. A rubric is used to evaluate the teacher application process in
        selecting teachers.

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5. Materials and methodology to be used
         Materials--GEE Remediation Classes/ GEE Summer School:
   A variety of materials, including state Comprehensive Curriculum Standards,
   SDE-GEE 21Lesson Guides, American Book Co. – Preparing for the GEE in
   ELA and Mathematics, GEE Coach materials, textbooks, workbooks, skill
   packets, software, computers, etc., will be employed to promote student interest
   and achievement in addition to meeting program objectives.

6. Program type – Examples: remediation courses, after-school tutoring, Saturday
   tutoring, summer school, other
   List all that apply
   The school session classes meet on a daily basis, lesson plans are prepared
   and executed accordingly based on the LA Comprehensive Curriculum. These
   are 90 minute classes conducted at each High School. After-school tutoring is
   allowed for a 90 minute period twice a week.
   GEE Summer school is conducted annually. Classes are in three and a half
   hour blocks per subject area. Classes are conducted for 16 instructional days,
   preceding the retest dates.

   Parents will be given prior written notice of the student's program placement
   (schedule). A copy of the letter (schedule) will be placed in the student's
   cumulative folder.
          Remediation classes will be available on the preceding dates in (all)
   subject areas tested during the fall and spring semester. Students needing
   remediation in more than one subject area may need more than one remedial
   course.
          The instructional component of the Secondary Remedial Education
   Program will provide for as much current course content as feasible aligned with
   the student's skill needs being addressed on the GEE ISR - Individual Student
   Report and based on state standards (GLE’s)and benchmarks. However, when
   prerequisite skill teaching (individualized or small group) is necessary, indication
   of such will be documented in writing on each student's record. This may be
   provided by work in a NovaNet Lab or through other alternative computer
   programs.
          As a means of keeping abreast regarding students' current course
   content, subject area teachers, ancillary program teachers, and teachers of
   students in the program will maintain communication relative to the student's
   academic performance and well being.

          Other classes: In addition, a regular education funded Reading I class
   and other GEE Remediation classes will be conducted in the high schools on an
   ongoing basis. Students having deficiencies in the English Language Arts and
   written composition areas of the GEE will be provided additional tutoring through
   the use of direct teacher instruction and computer-assisted instruction in these
   areas, as well as Reading in the content areas of science and social studies -
   especially skills dealing with vocabulary and study skills. Remedial Mathematics
   classes and tutoring may include for background skill areas other commercial
   remediation materials. (Carnegie units may be earned if all criteria in the
   Louisiana High Stakes Test Policy in the current Pupil Progression Plan are
   met.)

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          Other multi-sensory classes may also be established to address students' skills
          needs. Students' skill comprehension and progression will be assessed and
          documented throughout the program using teacher-made and commercial
          tests/quizzes administered on a daily and/or weekly basis. Written reports will
          be issued to students and parents.

      7. Documentation of students’ and parents’ refusal to accept remediation
         Should a parent or legal guardian of a student refuse to permit the
         student to attend/participate in the remedial education class, the parent or legal
         guardian must go to the school to sign and date a "Refusal to Accept
         Remediation Statement" following an explanation of Louisiana's LEAP/GEE
         Tests /High Stakes requirements leading to the receipt of a high school diploma.
         A copy of the signed statement will be given to the parent and the original copy
         placed in the student's cumulative folder.

C. Plan for coordination of state, federal, and local funds for remediation
         State and local funds including Title I and IDEA intervention funds will be utilized
         in the day-to-day operation of this program through payroll; purchase of
         materials and supplies; bus transportation; usage of local buildings, utilities,
         equipment, long distance telephone calls, accounting services for program
         operation and data collection. All expenditures are documented in Fund # 720.

D. Evaluation plan for documenting evidence of achievement/growth of students
         To meet guidelines issued by the Louisiana Department of Education and
         determine program effectiveness, an evaluation will be completed at the end of
         the program based on GEE retest results.

          Student Assessment
          Students scoring "Unsatisfactory" on the Spring GEE tests in English
          Language Arts or Mathematics are offered remediation in a GEE Summer
          remedial program for a minimum of twenty instructional days as documented by
          attendance records. The Summer Test results will be compared in August
          annually for student growth in achievement and success in meeting the Basic or
          above level proficient performance. The goal is a 50% or better success rate in
          the summer program. If students are not successful, they are scheduled into
          remedial classes for the fall semester in the appropriate subject area. October
          retests are compared again for growth in the various skill areas.

          Annually, prior to October 15, the staff will report to the public the results of its
          efforts to provide a remedial program and the results of the monitoring review
          submitted by the State Superintendent (Board Policy).



                                                                               Revised 2010-11




                                                                                              138
ADDENDUM A




             139
                TERREBONNE PARISH SCHOOL BOARD MEMBERS


1.   Roosevelt Thomas                            District 1
     212 Cherbourg St.
     Houma, LA. 70363

2.   Gregory Harding                             District 2
     215 Prince Collins
     Houma, LA. 70364

3.   Richard ―Dicky‖ Jackson                     District 3
     607 Funderburk Ave.
     Houma, LA. 70364

4.   Rickie Pitre                                District 4
     3333 Hwy. 316
     Gray, LA. 70359

5.   Clark J. Bonvillain                         District 5
     8608 Park Ave.
     Houma, LA. 70363

6.   L. P. Bordelon, III                         District 6
     217 Tiger Tail Rd.
     Houma, LA. 70360

7.   Roger Dale DeHart                           District 7
     1353 Dr. Beatrous Rd.
     Theriot, LA. 70397

8.   Donald Duplantis                            District 8
     1132 Barrow Street
     Houma, LA. 70360

9.   Hayes Badeaux, Jr.                          District 9
     P. O. Box 127 Country Drive
     Bourg, LA. 70343




                                                              140
                                 DEFINITION OF TERMS

As used in the Terrebonne Parish Pupil Progression Plan the terms shall be defined as
follows:

1.    Above Grade Level - Those students who qualify in accordance with the Terrebonne
      Parish School System's procedures for honor class placement (score above State
      standard on Tests).

2.    Academically Able - Those students who score at or above the State required
      performance level on the Louisiana Criterion-referenced Grade Level Tests and were
      promoted without conditions the preceding year.

3.    Acceleration - Advancement of a student within the grade at a rate faster than the
      average student. This may include gifted students, identified in Bulletin 1508.

4.    Administrative Placement - Grade advancement of those average students not
      meeting the academic criteria for promotion, but who in the humanistic judgement of
      the review committee should be advanced.

5.    Alternate Assessment - The substitute way of gathering information on the
      performance and progress of students who do not participate in typical state
      assessments.

6.    (Ambulatory) Para-Professional - Trained aides working with identified students.
      The para-professional may be assigned to two or more teachers or more than one
      school.

7.    At Grade Level - Those students who meet the requirements in accordance with the
      grading procedures of the Terrebonne Parish School System and score at the State
      standard on the Louisiana Criterion-referenced Grade Level Tests.

8.    Bulletin 1508 - Pupil Appraisal Handbook published by the State Department of
      Education listing the criteria for eligibility, screening, and evaluation for each
      exceptionality recognized by the Louisiana State Department of Special Education.

9.    Bulletin 1706 - Regulations for Implementation of the Exceptional Children's Act -
      Louisiana's Law for exceptional children.

10.   Compensatory Programs - Programs designed to assist students, including
      handicapped students, to overcome educational deficiencies identified through the
      State Grade Level Competency Testing and other local criteria.

11.   Competency Test - State designed test to evaluate proficiency in reading, writing, and
      mathematics at selected grade levels.

12.   Course Outline - (Grades 7-12) Locally constructed standards for all subjects to assist
      the teacher in course content for instructional purposes, as well as a suggested
      timetable for completion. These outlines include the State Grade Level standards that
      have been identified by the State Department of Education officials.

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13.   Critique Committee - A committee of selected educators representative of all
      educational strata formulated to review and provide input for the development of the
      pupil progression plan.

14.   Curriculum Content Standards - (Grades K-12) Locally constructed standards, which
      incorporate, state standards and local curriculum standards.

15.   DIBELS – The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a
       set of standardized, individually administered measures of early literacy
      development. They are designed to be short (one minute) fluency measures used to
      regularly monitor the development of pre-reading and early reading skills. DIBELS is
      used to assess student development of phonological awareness, alphabetic
      understanding, and automaticity and fluency.

16.   Exceptional Student - A student who is evaluated in accordance with Bulletin 1508 to
      have an exceptionality which significantly affects educational performance to the extent
      that special education is needed. This definition also includes an infant or toddler with
      disabilities from birth to three years of age who is evaluated in accordance with Bulletin
      1508.

17.   Exceptionality - Any one of the characteristic impairments or conditions, as defined in
      Bulletin 1508, which significantly affect the student's educational performance to the
      extent that the student needs special education.

18.   Gifted - Demonstrated abilities that give evidence of high performance in academic
      and intellectual aptitudes.

19.   GLE – Grade Level Expectations – ―what a student should know and be able to do in
      each subject area.‖

20.   Homebound or Hospital Instruction (settings) - Alternative education settings for the
      provision of special education according to an IEP by a certified teacher in the
      student's home environment or in a hospital in which both of the following conditions
      exist: 1) the student must be enrolled in special education, and 2) the student is not
      able to be moved from the hospital or home environment as a result of physical illness,
      accident or emotional crisis or the treatment thereof, or as a result of disciplinary action
      taken consistent with Bulletin 1706, Exceptional Children's Act.


21.   Individualized Education Program (IEP) - A written statement for each student with
      exceptionality developed at a meeting in accordance with requirements set forth in
      Bulletin 1706, Exceptional Children's Act.

22.   Infants and Toddlers with Disabilities - Students between the ages of birth and three
       years of age who have been determined eligible for early intervention services
       according to Bulletin 1508.

23.   Instruction in Regular Class - An alternative education setting for eligible exceptional
      students in which instruction is provided in the regular classroom including:
      1. Supplemental aides and services to exceptional students, and/or
      2. Special education instruction to exceptional students which is provided

                                                                                              142
              by a special education teacher certified generically or in the area of
              exceptionality for which special education is provided.
      3. The pupil/teacher ratios established in Bulletin 1706, Exceptional Children's
              Act are used.
24.   Louisiana Educational Assessment Program (LEAP) - "The state's testing program
      that includes the grades 3, 5, 6, 7, 9 Louisiana Norm-Referenced Testing Program
      (Iowa Achievement Test); the grades 4 and 8 Criterion-Referenced Testing Program
      including English/Language Arts, Mathematics, Science and Social Studies for grades
      4 and 8; and the Graduation Exit Examination (GEE 21)-(Written Composition,
      English/Language Arts, Mathematics, Science, and Social Studies)."

25.   LEAP 21 SUMMER REMEDIATION PROGRAM - The summer school program
      offered by the LEA for the specific purpose of preparing students to pass the LEAP 21
      test in English language arts or mathematics.

26.   Mainstreaming/Inclusion - The process by which special education students are
      scheduled into regular classes and receive regular program instruction with
      modifications.

27.   Parent Committee - A committee of parents representing geographic segments of the
      parish from each school site and students in various academic areas.

28.   Proficiency - On-grade-level competence with respect to a skill.

29.   Promotion - A pupil's placement from a lower to a higher grade based on local and
      state criteria contained in the Pupil Progression Plan for Terrebonne Parish School
      System.

30.   Pupil Appraisal Team - Consists of two or more appropriate personnel certified
      by the Louisiana State Department of Education who evaluate a referred
      student according to guidelines set forth in Bulletin 1508; an appropriate team
      may be composed of an educational diagnostician, school psychologist,
      social worker, speech therapist or any related service personnel deemed appropriate.

31.   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. A Pupil Progression Plan shall require the student's mastery of
      grade-appropriate skills before he or she can be recommended for promotion." (Act
      408)

32.   Regular Placement - The assignment of students to classes, grades, or programs
      based on a set of criteria established in the Pupil Progression Plan for Terrebonne
      Parish School System. Placement includes promotion, retention, compensatory
      program and/or remediation, and acceleration.

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

                                                                                            143
34.   Remediation - Programs/Methodology designed to assist students, including students
      with disabilities, to overcome identified deficiencies.

35.   Resource Room - A type of alternative educational setting for special education and
      related services designed or adapted as a location where exceptional students may
      receive all or part of the special education required by the IEP, and in which all of the
      following exist:

      1.     The pupil/teacher ratios established in Bulletin 1706, Exceptional Children's Act
             are used.

      2.     No student who is not an exceptional child is enrolled;

      3.     Instruction is provided for not more than twelve (12) students for any one hour of
             certified IEP time units.

      4.     Special education is provided by a teacher certified generically or in the area of
             exceptionality for which special education is provided.

      5.     No student shall be enrolled for more than 216 minutes of certified IEP time
             units per day.


36.   Retention - Non-promotion of a pupil from a lower to a higher grade based on local
      and state criteria contained in the Pupil Progression Plan for Terrebonne Parish School
      System.


37.   Review Committee or (SBLRC) - A specified group of educators (principal, assistant
      principal if available, two selected teachers of the students involved, and if requested
      by the school's principal, a curriculum specialist and assessment teacher) who serve to
      review questionable (borderline) promotional situations.

38.   School Building Level Committee (SBLC) - A committee of at least three school
      level staff members which may be identified as SBLC, SAT, or STAT, etc. at the
      discretion of the parish. The committee must be comprised of at least the
      principal/designee, a classroom teacher, and the referring teacher. It is suggested that
      other persons be included, such as the guidance counselor, reading specialist, master
      teacher, nurse, parents, etc. This committee is a problem solving, decision making
      group who meet on a scheduled basis to receive referrals from teachers, parents, or
      other professionals on individual students who are experiencing difficulty in school due
      to academic and/or behavior problems. In most instances, for enrolled students, it is
      only through the SBLC that a referral can be made to pupil appraisal for an individual
      evaluation.

39.   School Building Level Review Committee (SBLRC) - See # 37

40.   Self-Contained Special Education Class - A type of alternative education setting in
      which the same teacher provides special education instruction for an approved group
      (the size of which must be consistent with the pupil/teacher ratio listed in Bulletin 1706,
      Exceptional Children's Act):

                                                                                             144
      1.     In which instruction is provided for each exceptional student for more than 216
             minutes per day when the balance of the school day is in regular class
             placement;

      2.     A student may be released during the school day to receive related services,
             adapted physical education, or speech therapy consistent with the student's IEP;
             and

      3.     Special education is provided by a teacher certified generically or in the area of
             exceptionality served.

41.   Skills - Specific objectives that describe what the student must learn in order to
      develop proficiency with respect to the standards and local curriculum documents.

42.   Special Education - Any program of instruction within the preschool, elementary, and
      secondary school structure of the state, specifically designed by providing for different
      learning styles of exceptional students. This instruction shall be in alternative
      educational settings, which meet the standards of the
      State Board, are approved by the Department, and implemented according
      to an Individualized Education Program.

43.   State Assessment Test - A state instrument used to assess a student's proficiency of
      specified skills in reading, writing, and mathematics.

44.   State Content Standards - Specific levels of attainment of skills and objectives as
      established in the State of Louisiana Department of Education English/Language Arts,
      Mathematics, Science, and Social Studies Standards documents. Statements of what
      we expect students to know and be able to do in various content areas.

45.   T- 8 Classes - Specially constructed courses for the purpose of providing remediation
      for those students who have failed LEAP 21 in the eighth grade and are eligible for
      OPTION 2 on a secondary campus.

46.   Talented - Possession of measurable abilities that give evidence of unique talent in
      visual or performing arts, or both.

47.   Vocational Education - Organized educational programs directly related to the
      preparation of individuals for paid or unpaid employment, or for additional preparation
      for a career requiring other than a baccalaureate or advanced degree.

48.   Writing Committee - A group of local educators selected to study and interpret
      Bulletin 1566, review, and evaluate the present educational program and to revise
      and/or augment programs and policies in order to formulate a pupil progression plan in
      compliance with Act 750.




                                                                                             145
ADDENDUM B




             146
BACKGROUND INFORMATION:

      During the summer of 1979, the Louisiana Competency-Based Education

Program was established by the Louisiana State Legislature through the enactment of

Act 750. However, in 1989, the Louisiana State Legislature provided Act 408 to amend

and reenact R. S. 17:24.4 (A) (3) and (G) relative to the Louisiana Competency-Based

Education Program. This act contains a statutory requirement that each public school

system in the State of Louisiana establish a comprehensive program for pupil

progression. Specifically, the revised Section G of Act 750 states that:
             Each city and parish school board (committee)... shall be representative of
             the parents of the school district under the authority of such school board.
             Such committees shall participate and have input in the development of
             the Pupil Progression Plans provided for in this Section. Each parish or
             city school board shall have developed and shall submit to the State
             Department of Education for approval by the State Board of Elementary
             and Secondary Education a Pupil Progression Plan which shall be based
             upon student achievements, performance, and proficiency on tests
             required by this section. Each parish or city school board plan for pupil
             progression shall be based upon local goals and objectives which are
             compatible with the Louisiana Competency-Based Education Program
             numerated in R.S. 17:24.4 (B), which comply with the provisions of R.S.
             17:24.4 (A) (3), and which supplement the performance standards
             approved by the State Board of Elementary and Secondary Education.
             Each local school board shall establish a policy regarding student
             promotion or placement which shall comply with the provisions of this
             Section, including the requirements for Pupil Progression Plans. Based
             upon the local school board policy, which policy shall be developed with
             the participation and input of the committee provided for in this Subsection
             G, each teacher shall on an individualized basis, determine promotion or
             placement of each student. Each local school board may review
             promotion and placement decisions in order to insure compliance with the
             established policy.      Review may be initiated by the local board,
             superintendent, or parent or guardian. Those students who fail to meet
             required proficiency levels on the state administered criterion-referenced
             test of the Louisiana Educational Assessment Program shall receive
             remedial education programs (designed to accelerate progress) that
             comply with regulations adopted by the State Board of Elementary and
             Secondary Education.


      In response to the mandate of the Louisiana State Legislature, as set forth in Act



                                                                                     147
408, amendments made in 1997, and the 2005 revision of Bulletin 1566, the Pupil

Progression Plan for Terrebonne Parish School System for 2009-2010 has been

developed.

       This pupil progression plan, in addition to meeting the requirements stipulated by

state law, is a reflection of those beliefs and philosophical principles held by the citizens

of Terrebonne Parish which have, for many years, guided the Terrebonne Parish School

Board in instituting and maintaining the Parish instructional program. The Terrebonne

Parish Instructional Plan in its mission statement states that:

                                     MISSION STATEMENT

       "The system provides a learning environment which ensures that every

student achieves high academic standards and becomes a confident, productive

citizen.   This mission is accomplished through a coordinated instructional

program guided by well-trained instructional and administrative leaders working

collaboratively with students, parents and the community."

The Goals of the Instructional Plan are as follows:

       1. The Terrebonne Parish School System shall implement a coordinated

       instructional program focused on higher student achievement leading to an

       increased graduation rate.

       2. In order to insure the success of the academic programs established by the

       parish, the Terrebonne Parish School System shall implement a consolidated

       staff development program that is job-imbedded for all educators and support

       personnel.

       3. The Terrebonne Parish School System shall promote parent and community

       involvement as a key element of the total instructional program.


       The purpose of the instructional program in the Terrebonne Parish schools is to
provide appropriate instruction and selected services that enable students to reach their


                                                                                         148
full potential academically, physically, and socially. It is the intention of the parish Pupil

Progression Plan, therefore, to insure that the standards established are such that each

student promoted within the parish can benefit from and function successfully at the

next grade level of instruction, and that those who earn a diploma from a senior high

school or through the adult education program have sufficient basic skills to function

effectively in the community. This Pupil Progression Plan is based on the expectation

that the vast majority of Terrebonne Parish students who receive appropriate instruction

can and will make satisfactory progress through the grades, and that most will be able,

each year, to achieve a level of academic proficiency and social and emotional

development which will enable them to benefit from instruction in the next grade. The

Pupil Progression Plan for Terrebonne Parish School System for 2010-2011 provides

assurance that all students promoted, presented diplomas, or certificates have met or

exceeded all the requirements mandated by the State of Louisiana and the Terrebonne

Parish School Board.




                                                                                          149
EOC ADDENDUM: Approved by Terrebonne Parish School Board on October 19,
2010.
                       PUPIL PROGRESSION PLAN ADDENDUM
                                   SECTION II
                               STATEWIDE MANDATORY CRITERIA

End-of-Course Test Grading Policy
       1. For incoming freshmen in 2010-2011 and beyond, students must meet the assessment
requirements below to earn a standard diploma.
          a. Students must pass three End-of-Course Tests in the following categories:
             i.    English II or English III;
            ii.    Algebra I or Geometry;
            iii.   Biology or American History.
          b. Students enrolled in a course for which there is an EOC test must take the EOC test.
            i. The EOC test score shall count a percentage of the student’s final grade for the course.
            ii. The percentage shall be between 15% and 30% inclusive, and shall be determined by
                the LEA.
           iii. The grades assigned for the EOC test achievement levels shall be as follows

                               EOC Achievement Level Grade
                                     Excellent         A
                                       Good            B
                                        Fair           C
                                Needs Improvement    D or F
            iv. The DOE will provide conversion charts for various grading scales used by LEAs.




                                                   Education & Policy Committee Meeting
                                                                         October 4, 2010
                                                                              Page 16a




                                                                                                    150
                                   Section III
                                 Local Options
D. EOC Testing
Students taking the following EOC tests during the 2010-2011 school year will be
required to follow this policy: Algebra I, English II, and Geometry. The DOE will
send each LEA conversion charts for each course using the grading scale
provided in the LEA’s 2010-2011 PPP.
For grading purposes, the EOC test should be treated as a final exam. In other
words, for each instance that a student takes a course, the EOC test will count
as part of the student’s final grade. If the student passes the course and fails the
EOC test, the student may retake the EOC test at a later date but the score from
the retest will not count in the student’s grade.




                                                 Education & Policy Committee
                                             Addendum added - October 4, 2010




                                                                          Page 65a




                                                                                151
EOC GRADING PROCEDURES ADDENDUM (10/4/10):

                            Terrebonne Parish School District

                              End-of-Course Grading Policy

                                        2010 - 2011

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

The EOC test shall serve as the final exam for the course and the score shall count for

20% of the student’s final grade for the course. If the student passes the course and

fails the EOC test, the student may retake the EOC test at a later date but the score

from the retest will not count in the student’s grade. Additionally, in all courses for which

there is an EOC test, there will be no mid-term exam. In essence, each quarter grade in

those courses will count for 20% of the grade (4 quarters = 80% of the final grade) and

the EOC test shall count for the other 20% of the final grade.




                                                                                 Page 90a



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