SABINE PARISH SCHOOL BOARD
PUPIL PROGRESSION PLAN
for 1999-00
1998-99 Pupil Progression Plan

 

TABLE OF CONTENTS

SECTION I. FORMAL SUBMISSION STATEMENT
SECTION II. PLACEMENT POLICIES
A. Regular Placement
1. Promotion: Grades K-12
2. Retention: Grades K-12
3. Acceleration
3 Transfer Students
B. Progression: Students Participating in Alternate Assessment
C. Review of Placement
D. Policies on Records and Reports
E. Policy of Due Process
SECTION III. PLACEMENT POLICIES: LOCAL OPTION
SECTION IV. REMEDIATION
APPENDIX A. DEFINITION OF TERMS
APPENDIX B

 

SECTION I

FORMAL SUBMISSION STATEMENT

Assurance is hereby made to the State Department of Education that the Sabine Parish School System's Pupil Progression Plan 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 Bulletins 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.

 

 

SECTION II

PLACEMENT POLICIES

A. Regular Placement (Including students in specially designed regular instructional program and non-limited English proficient students.)  K-12

Initial entry level for all students in Sabine Parish schools is the kindergarten level.  Children must attain the age of five (5) on or before September 30 of the current year.  Students entering first grade must be six (6) years of age on or before September 30 of the current year.  A child younger than the above may be permitted to enter school provided the child has been evaluated and identified as gifted in accordance with the regulations of the State Department of Education for such evaluation.  Kindergarten students shall complete the kindergarten curriculum prior to being promoted to the first grade.  Students who come into the parish from outside who are already enrolled in the first grade in a certified school will be permitted to remain in the first grade.

The Developing Skills Checklist will be given to all kindergarten students within thirty days before or after the opening of school.  Those students entering after the beginning of the school year will receive the screening test upon entrance.  No child shall be excluded from kindergarten as a result of this screening.  The results will be used to plan for kindergarten instructional needs.

An entering student without kindergarten experience who meets the age requirement for first grade will be placed temporarily in kindergarten.  Within two weeks he will be administered an academic readiness test based on criteria for promotion to first grade.  The School Building Level Committee will review the test results and will determine the proper placement of the student.

As a prerequisite to enrollment in any first grade, the student shall meet one of the following criteria:  (a) Have attended at least a full-day public or private kindergarten for a full year or (b) Satisfactorily passed academic readiness screening administered by the local school system at the time of enrollment for first grade.

Guidelines for Implementing Program for Dyslexic/At-Risk Students:  The student has been in a formal instructional setting (includes kindergarten) for at least one academic year, has attended first grade, and is at least seven years of age.  After having met these requirements, Sabine Parish policy will be to conform to the guidelines of Bulletin 1903 [R.S. 17.7 (11)]

 

1. Promotion: Grades K-12

Promotion from one grade to another in Sabine Parish schools shall be based on the following Louisiana statewide criteria:

a.  Requirements in Bulletin 741, Handbook for School Administrators

(1)       Attendance Requirements

Students who have attained the age of 7 years shall attend a public or private day school or participate in an approved home study program until they reach the age of 17 years.

Students shall be expected to be in attendance every student activity day scheduled by the local educational governing authority.

In order to be eligible for promotion, high school students shall be in attendance a minimum of 80 days per semester or 160 days a school year for schools not operating on a semester basis.  Kindergarten and other elementary students shall be in attendance a minimum of 160 days a school year.  The school calendar will be based on 182 days, of which at least 175 days shall be scheduled for instructional time.

The only exception to the attendance regulations shall be the delineated extenuating circumstances that are verified by the Supervisor of Child Welfare and Attendance.

(2)       Elementary Foreign Language Program

Due to a lack of funds, the required elementary foreign language program will not be implemented.  A model program for academically able students will be available at Many Jr. High and Zwolle Intermediate Schools during the language arts block of time.  (An academically able student is defined as one who is functioning in a reader at or above the grade level in which they are enrolled.  Grade level will be determined by Sabine Parish Pupil Progression Plan Requirements for promotion pages 3.1-3.4.)  A model foreign language program will be provided for fourth through eighth grade students for 150 minutes per week.

b.         Sabine Parish Requirements

Kindergarten:  For a student to be promoted, items 1 and 2 must be met;

1.      Mastery of 80% of Louisiana Language Arts Content Standards.

2.  Mastery of 80% Louisiana Math Content Standards.

First Grade: For a student to be promoted items 1 and 2 must be met;

1.      Passing final course grade in reading and mastery of 80% of the Louisiana Language Arts Content Standards for first grade

 

2.      Passing final course grade in mathematics and mastery of 80% of the Louisiana  Math Content Standards for first grade.

Second Grade: For a student to be promoted items 1 and 2 must be met;

1.                  Passing final course grade in reading and mastery of 80% of the Louisiana  Language Arts Content Standards for second grade.

2.         Passing final course grade in mathematics and mastery of 80% of the Louisiana Math Content Standards for second grade.

Third Grade: For a student to be promoted items 1 and 2 must be met;

1.                  Passing final course grade in reading and mastery of 80% of the Louisiana  Language Arts Content Standards for third grade.

2.         Passing final course grade in mathematics and mastery of 80% of the Louisiana  Math Content Standards for third grade.

 

Fourth Grade: For a student to be promoted, items 1-4 must be met;

1.           Passing final course grade in reading and mastery of 80% of the        Louisiana Language Arts Content Standards for fourth grade.
        2.        Passing final course grade in Language Arts.  (English 80% - Spelling 20%)

Example:      English grade 90 X 4 = 360

                                                Spelling grade   80     =   80

                                                440 divided by 5         =   88

3.                  Passing final course grade in mathematics and mastery of 80% of the Louisiana  Math Content Standards for fourth grade.

4.         Passing final course grade in at least two of the following subjects: social studies, science, and physical education.

 

5.                  Individual student scores reported on LEAP 21 shall determine student promotion.  For students who are not administered a state CRT, proficiency in grade appropriate skills, as defined by state standards must be demonstrated.

6.                  A school system, through its superintendent, may apply for an appeal on behalf of individual students provided that all of the following criteria are met:

        The student’s highest score on either the Spring or summer LEAP 21 must fall within 20 scaled score points of the cutoff score for Approaching Basic.

        The student shall have a 3.0 grade point average on a 4.0 scale in the subject which he/she scored Unsatisfactory on LEAP 21.

        Student must have attended the LEAP 21 Summer School.

        Student must have taken the LEAP 21 retest given after the LEAP 21 Summer School.

        Student must have met state attendance regulations during the regular school year and summer school.

        Student must provide documentation (work samples) that reveals a student’s capability of passing activities that model the rigor of LEAP 21 objectives during the regular school year and summer school.

7.                  A student may not be promoted to the 5th grade until he or she has scored at or above the Approaching Basic level in English and Mathematics on the 4th grade LEAP 21.

 

Override Policy

 

        The School Building Level Committee (SBLC) may override the state policy for students scoring at the Unsatisfactory level in English or Math if the student scores at the Proficient or Advanced level in the other.

The decision to override shall be conducted using specific guidelines provided by the Louisiana Department of Education (LDE).

 

The SBLC may not consider the override unless the student has participated in the summer school and retest offered by Sabine Parish.  Students and parents choosing not to participate in the summer program and retest will not be considered to override.

        In order to move students toward grade level performance, Sabine Parish will implement additional instructional program options for those 4th grade students being retained, as well as students in grades 3 and 4 determined to be at risk of scoring at the Unsatisfactory level on LEAP 21.

        Students who are 12 years old on or before September 30 may not repeat grade 4, but must be enrolled in an alternative program/setting.  The purpose of the alternative program/setting is to move the students to grade level proficiency by providing: (1) focused instruction in the subject area(s) in which they scored at the Unsatisfactory level on LEAP 21, and (2) ongoing instruction using locally-developed curricula based on state-level content standards for the core subject areas.  Students in the alternative program/setting will participate in the age-appropriate statewide assessment.

 

Override Policy for former ARP students (1997-98 school year)

 

            For the 1999-2000 school year only the SBLC shall be granted the authority to override the state’s grade promotion policy for students with disabilities formerly classified as Alternative to Regular Placement (ARP) during the 1997-1998 school year.

 

        The decision to override shall be conducted using specific guidelines provided by the LDE.

        The SBLC may not consider the override unless the former ARP student has participated in the summer school and retest offered by Sabine Parish School Board.  Students and parents choosing not to participate in the summer school program and retest will not be considered for override.

        All students with disabilities should receive services along with regular education students in summer programs, with special supports provided as needed.

 

        Students with disabilities who participate in the alternate assessment shall have promotion decisions determined by SBLCs using specific guidelines provided by the LDE.

 

Fifth Grade: For a student to be promoted, items 1-4 must be met;

1.         Passing final course grade in reading and mastery of 80% of the Louisiana                           Language   Arts Content Standards for fifth grade.

2.         Passing final course grade in Language Arts.  (English 80% - Spelling 20%) Example:                  English grade 90 X 4 = 360

                                                                        Spelling grade   80     =   80

                                                            440 divided by 5           =  88

3.         Passing final course grade in mathematics and mastery of 80% of the Louisiana  Math Content Standards for fifth grade.

4.         Passing final course grade in at least two of the following subjects: social studies, science and physical education.

             

Sixth Grade: For a student to be promoted items 1-4 must be met;

  1.    Passing final course grade in reading and mastery of 80% of the Louisiana Language Arts Content Standards for sixth grade.

  2.     Passing final course grade in Language Arts.  (English 80% - Spelling     20%)

                        Example:     English grade          90 x 4   = 360

                                                            Spelling grade                            80         =   80

Divided by 5                                           =   88

 

3.         Passing final course grade in mathematics and mastery of 80% of the Louisiana  Content Standards for sixth grade.

4.         Passing final course grade in at least two of the following subjects: social studies, science and physical education.

Grades seven and eight:

 

In order to be promoted to the next grade from grades 7 and 8, a student must meet the criteria listed below:

1.         Passing final course grade in reading.

2.  Passing final course grade in Language Arts.  (English 80% - Spelling 20%)

Example:        English grade 90 X 4 = 360

                       Spelling grade  80     =   80

440 divided by 5        =   88

3.         Passing final course grade in mathematics

4.                  Passing final course grade in at least two of the following subjects: social studies, science and physical education.

5.                     Individual student scores reported on LEAP 21 shall determine student promotion.  For students who are not administered a state CRT, proficiency in grade appropriate skills, as defined by state standards must be demonstrated.

6.                     A student may not be promoted to the 9th grade until he or she has scored at or above the Approaching Basic level in English and Mathematics on the 8th grade LEAP 21.

 

Override Policy

 

        The School Building Level Committee (SBLC) may override the state policy for students scoring the Unsatisfactory level in English or Math if the student scores at the Proficient or Advanced level in the other.

The decision to override shall be conducted using specific guidelines provided by the Louisiana Department of Education (LDE).

 

The SBLC may not consider the override unless the student has participated in the summer school and retest offered by LEAs.  Students and parents choosing not to participate in the summer program and retest will not be considered to override.

        In order to move students toward grade level performance, Sabine Parish will implement additional instructional program options for those 8th grade students being retained, as well as students in grades 7 and 8 determined to be at risk of scoring at the Unsatisfactory level on LEAP 21.

        Students who are 16 years old on or before September 30 may not repeat grade 8 (Option 1), but must be enrolled in a transitional program on the high school campus (Option 2). OR an alternative program/setting, job skills training program or other program designed to meet their needs (Option 3).

Override Policy for former ARP students (1997-98 school year)

 

            For the 1999-2000 school year only the SBLC shall be granted the authority to override the state’s grade promotion policy for students with disabilities formerly classified as Alternative to Regular Placement (ARP) during the 1997-1998 school year.

 

        The decision to override shall be conducted using specific guidelines provided by the LDE.

        The SBLC may not consider the override unless the former ARP student has participated in the summer school and retest offered by Sabine Parish School Board. Students and parents choosing not to participate in the summer program and retest will not be considered for override.

        All students with disabilities should receive services along with regular education students in summer programs, with special supports provided as needed.

        Students with disabilities who participate in the alternate assessment shall have promotion decisions determined by SBLCs using specific guidelines provided by the LDE.

            Grades 9-12: In order to receive credit for courses taken in grades 9-12, a student must receive a passing grade in each course.  In addition to completing a minimum of 23 Carnegie Units of credit, as prescribed by BESE, students shall also be required to pass the Graduation Exit Exam, beginning with the 1991 graduating class.  This shall first apply to students classified as sophomores in 1988-89 and thereafter.

The English language arts, writing, and mathematics components of the graduation test shall first be administered to students in the 10th grade.

The science and social studies components of the graduation test shall first be administered to students in the 11th grade.

Remediation and retake opportunities will be provided for students who do not pass the test.

The school system will notify each student, and parents or guardian, of the requirement of passing the Graduation Test prior to or upon the student entering the 10th grade.  Students transferring to any high school will be notified of the requirement of passing the Graduation Test upon entering the school system.

The Health Education 1/2 credit required course for graduation would be taught prior to graduation.

Students will be classified according to grade based on the following schedule:

Students entering ninth grade 1985-86 and thereafter:

                      5 units            10th grade

                     11 units           11th grade

                                                            16 units           12th grade

Special Education:  

Promotion for exceptional students shall be based on the following criteria.

1.         The student will address grade level standards and  such requirements for completion will be stated in their IEP.

2.         The IEP will state the student's needs according to time, materials, and instructional modifications, which may be necessary in order to address grade level competencies.

3.         The student will pursue a regular diploma and will be awarded a diploma upon completion of the educational requirements for the diploma.

4.         Students formerly in an ARP program (1997-98), currently in high school, and who will be participating in LEAP are eligible for a Certificate of Achievement.  See letter in Appendix B.

Regular Placement - Non/Limited English Proficient Students:

1.         Any student whose home language is other than English (as determined by Home Language Survey) will be administered the IDEA Oral Language Proficiency Test I (IPT I) 1982 or Test II (IPT II) 1982 for the appropriate age and educational level of the student.

2.         After determining oral language proficiency, an assessment of the student's language arts, mathematics and social studies skills will be determined using the Iowa Test.

 

3.         Any student scoring below the 40th percentile will be identified as Limited English Proficient and will be offered English as a Second Language instruction.

 

a.         Instruction will be completed with an ESL certified teacher.  It is preferable, but not required that the ESL teacher have native language skills sufficient to communicate with the students.

 

b.         Limited English Proficient students will be provided ESL instruction as part of Language Arts instruction.

(1)       Length and time of instruction will be determined by the student's performance; students with an oral language limitation may receive a minimum of two periods instruction per day, for the student able to speak and understand English, but with difficulty writing it, it may be sufficient to offer one period a day.

(2)               Instruction in English as Second Language classes will follow the curriculum as specified in the ENGLISH LANGUAGE ARTS CURRICULUM GUIDE FOR LEP STUDENTS K-12.  (Bulletin 1832)

(3)               LEP students shall be provided instructional programs which foster their success in math, social studies, and language arts utilizing a variety of programs and methods as necessary to meet individual needs.

c.         All support services and activities will be assessable to the limited English proficient student.

d.         Placement, grading, promotion, or retention of regular or Special Education non/limited English proficient students must comply with established criteria in Bulletin 1851.

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

 

f.          The instructional program for the non/limited English proficient secondary student will be one in which the non-English speaking student will not be placed in highly language-dependent courses (i.e., American History) until he develops a level of competency to succeed in the courses.  Non/limited English students may be scheduled in courses such as reading, speech, music and courses that facilitate oral comprehension and production while at the same time allowing the student to earn Carnegie credits.

 

Parish Grading Scale and Grade Averaging Procedures:

                        94 - 100          A

                        87 - 93            B

                        75 - 86            C

                        69 - 74            D

                        Below 69        F

            Gradebooks must have sufficient number of grades per six weeks to accurately reflect student performances.  Gradebooks must be labeled with assessments, point values, dates and average at end of six weeks.

 Grades K-6

 The principal and faculty members of each school will formulate the policy to be followed in these particular grades.  Policies of the Sabine Parish School Board and the SDE must not be violated.

 Grades 7-12

 1.         Comprehensive first and second semester exams are required.  a) The first semester exam is to cover the major concepts taught during the entire first semester and the second semester exam is to cover the major concepts taught the entire second semester.  An exception may be made for reading. b) Students with an A average in a subject for the entire year may be exempt from the final exam in that subject only.  No unit courses will be exempt from the semester exam.

  1.         Semester grades will be determined as follows:

          a.                  the three six-weeks grades will each count for 3/10 of the semester grade

           b.                  the semester exam will count 1/10 of the semester grade

  example:        SG =   (GP #1 x 3) + (GP #2 x 3) + (GP #3 x 3) + SE

                                                                        10

                        SG =   (90 x 3) + (80 x 3) + (70 x 3) + 40

                                                            10  

                        SG =   270 + 240 + 210 + 40

                                                10

                        SG =   760

                                     10

                        SG=    76

  3.         The final grade will be determined by averaging the first semester and                  second semester grades.  Each will count 1/2.

4.         Grades in teachers grade books and on report cards will be expressed in percentages.  For permanent record sheet purposes, first semester grades and second semester grades will be recorded using percentages and the final grades using letters (A, B, C, D, F).  

5.         One unit of credit will be awarded for all one-unit courses listed in academic and vocational course offerings for grades 9-12 with the following exceptions:

                                                                       

(a)       Beginning with the 1997-98 school year, in instances in which a student achieves a passing grade (69 percent or above) for one semester of a one-unit course and does not acquire a yearly average of 69 percent or above according to Sabine Parish grade averaging procedure, one-half credit shall be awarded for the successful completion of the semester in which the passing grade was earned.

 

(b)       Correspondence courses approved for Carnegie Credit by the Louisiana   Department of Education and approved by the principal of a student's school will be recorded on the permanent record as separate one-half unit credit or as full one unit credit depending upon the manner in which credits are awarded by the approved correspondence school.  

(c)        With legitimate cause, the principal may authorize a student to drop a course within the first two weeks (ten school days) of a course without scholastic penalty.  After ten days, students who are authorized by the principal to drop a course will withdraw with a failing grade and that grade will be averaged into his/her final grade point average.  Exceptions shall be upon the recommendation of the principal and with the approval of an administrative committee composed of the principal of the affected student’s school, the parish supervisor of secondary education, and the parish superintendent, or his designee.  

6.         Rounding Up Percentages.  If the number in the tenths place is 5 or greater, round up                            to the nearest whole number.

              Example

  Report Card:

  1    2    3    SE    SG    4    5    6    SE    SG    FG

                      75   77   78   79    77    65   50  70   45    57    67

  Permanent Record Sheet:

  1st SEM                  2nd SEM                       FG

                            77                           57                             F

No school board member, school superintendent, assistant superintendent, principal, guidance counselor, other teachers, or other administrative staff members of the school or the central staff of the parish or city school board shall attempt, directly or indirectly, to influence, alter, or otherwise affect the grade received by a student from his teacher unless it is determined that the grade is in error or that the grade is demonstrably inconsistent with the teacher’s grading policy.

Criteria for Placement into Various Optional Mathematics Course Sequences

For incoming freshmen prior to 1994-95, three units of mathematics shall be required for graduation.  They shall be math/algebra I and one of the following options:  (1) Algebra II and Geometry, or (2) Algebra II or Geometry and one of the following: Advanced Mathematics, Calculus, Consumer Mathematics, Business Mathematics, or Integrated Algebra/Geometry.

Effective for incoming freshmen 1994-95 through 1996-97, three units of mathematics shall be required for graduation.  They shall be as follows:

OPTION I

Shall be Algebra I and two of the following courses:  Algebra II, either Geometry, or Applied Geometry (effective 1996-97 school year), Advanced Mathematics, Calculus, and either Consumer Mathematics or Business Mathematics;

OR

OPTION II

 Shall be applied Algebra IA or Integrated Algebra/Geometry, Algebra I, and one of the following courses:  Algebra II, Geometry, Applied Geometry (effective 1996-97 school year), Advanced Mathematics, Calculus, and either Consumer Mathematics or Business Mathematics;

OR

OPTION II

 Shall be applied Algebra IA AND Applied Algebra IB and one of the following courses:  Algebra II, Geometry, Applied Geometry (effective 1996-97 school year), Advanced Mathematics, Calculus, or Business Mathematics.

 Effective for 1997-98 incoming freshmen and thereafter, three units of mathematics shall be required for graduation.  They shall be selected from the following courses and may include a maximum of 2 entry level courses (designated by E):  Introductory Algebra/Geometry (E), Algebra I-Part 1 (E), Algebra I-Part 2, Integrated Mathematics I (E), Integrated Mathematics II, Integrated Mathematics III, Applied Mathematics I (E), Applied Mathematics II, Applied Mathematics III, Algebra I (E), Geometry, Algebra II, Financial Mathematics, Advanced Mathematics I, Advanced Mathematics II, Pre-calculus, Calculus, Probability and Statistics, and Discrete Mathematics.

Final placement will be based upon the desire of the student/parent with the concurrence of the teacher and principal

 

 

2. Retention: Grades K-12

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

It is recommended that a student be retained no more than one time in grades K-4, one time in grades 5-8 and in no case is it recommended that a child be retained more than two years in grades K-8.  The time required to complete high school will depend upon the time necessary to earn the required credits for the regular diploma or completion diploma (certificate of achievement).

The School Building Level Committee, composed of a minimum of the principal, the student's teacher and a teacher at the next grade level, may consider administrative assignment or provisional placement of an elementary student after consideration of the child's age, number of retentions or other extenuating circumstances.  The parents or guardian should be notified formally in writing that the child is being administratively assigned or provisionally placed in the next higher grade.  A copy of the notification should be placed in the student's cumulative folder.

 

 

3. Acceleration

a.         Grades K-8

Students in Sabine Parish elementary schools may be accelerated to a higher-grade level with approval of the majority of a committee composed of the parent, teacher, principal and the supervisor of special education.  The committee is to be provided information concerning the student by the Sabine Parish Pupil Appraisal Team.  Such information will relate to the pupil's intellectual functioning, social/emotional development and academic progress in the total school program.

b.      Grades 9-12

Secondary students in Sabine Parish may receive a high school diploma upon the satisfactory completion of the units of high school credit as stated in Bulletin 741, Louisiana Handbook for School Administrators and has passed all components of the graduation test.  Upon satisfactory completion of his course work and attendance requirements, a student is eligible to receive a high school diploma regardless of the years spent in high school.

c.      A gifted program is available in Sabine Parish.

4. Transfer Student,Non-Accredited School, or Home Study Program

A student transferring from an accredited school, (public or non-public) in or out-of-state and foreign systems, will be granted 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.  All students transferring in must participate in LEAP for the 21st Century or GEE at the appropriate grade level.

 

The principal of each school receiving a student from a non-accredited school or Home Study Program, (public or non-public) in- or out-of-state and foreign systems, shall carefully investigate the student's academic record and/or transcript.  When no standardized test data is available, the Iowa Test will be administered at the appropriate grade level for initial placement in grades 1-12.  After initial placement in grades 9-12, students may be administered criterion referenced tests prior to awarding of Carnegie Units and must participate in LEAP/CRT.

 

If the correctness of the student's placement is in question in grades 1-8, the classroom teacher shall administer criterion-referenced tests and provide documentation for the SBLC to use in determining the student's placement.  The principal shall convene the SBLC to make a decision within the first four weeks of the student's entrance into the school system.

  The school issuing the high school diploma must account for all credit required for graduation and its records must show when and where this credit was earned.

  Students Out of School

Students out of school, including students ages birth through 5 years and students who have left school without completing their public education by obtaining a State diploma or Certificate of Achievement shall be referred to the school system's child search coordinator, who shall locate and offer enrollment in the appropriate public school program and refer them for an individual evaluation, if needed.  Students may be enrolled with the development of an interim IEP during the evaluation process if they meet the criteria below.  If the Louisiana evaluation is current, students may be enrolled with the development of a review IEP within five operational days.

 

Students with a Documented Severe or Low-Incidence Impairment, Students Who May Be Transferring from Out of State and Infants and Toddlers with Disabilities

  Students who possess a severe or low-incidence impairment documented by a qualified professional; and who may have been receiving special education in another state shall be initially enrolled in a special education program concurrent with the conduct of the evaluation according to the requirements of Bulletin 1508.  Students with other documented impairments; and who may have been receiving special education in another state may be initially enrolled in a special education program concurrent with the conduct of the evaluation according to the requirements of Bulletin 1508.  This enrollment process, from the initial entry into the school system to placement, shall occur within ten calendar days and will include the following steps:

1.  approval by the city/parish school system's supervisor of special education,

2.  a review of all available evaluation information by pupil appraisal personnel,

3.  the development of an interim IEP, and

4.  obtaining formal parental approval for the temporary placement.

The duration of the completion of the evaluation and the interim placement shall not exceed the evaluation timelines specified, with the initial IEP/placement document developed within 30 calendar days from the date of dissemination of the written evaluation report to the city/parish school system's supervisor of special education.

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 family service coordination.  The student will be evaluated to determine eligibility for Part C services in Louisiana.

Exceptional Students transferring from one LEA to another LEA within Louisiana

Students who have been receiving special education in one school system in Louisiana and transfers to another school system within Louisiana shall be enrolled in the appropriate special education program in the new school system with the current IEP or the development of a review IEP within five operational days.

Infants and toddlers with disabilities who have an Individualized Family Service Plan (IFSP) and who receive services from a LEA and transfer to another LEA must receive those services from the LEA in which the student resides.

 B. Progression:  Students Participating in Alternate Assessment

The students participating in the alternate assessment will progress from one grade level to the next if they meet the following assurances:

 

The students participating in the alternate assessment will progress from one grade level to the next if they meet the following assurances:

Alternatives to Regular Placement

Sabine Parish does not have a program to address placement of students that are not required to address the state grade level standards.

Adult Education

a.  Educational Objectives

(1)       To provide for the initiation, maintenance and expansion of instructional offerings in basic academic and life-coping skills through programs of adult education that will enable all adults to acquire the basic skills necessary to function in society.

(2)       To enable adults who so desire to continue their education to at least the level of completion of secondary school.

(3)         To make available to adults the educational means to secure training that will enable them to become more employable, productive, and responsible citizens.

b.  Criteria for Selection of Students for Enrollment

            (1)       Is 17 years or older, 16 years with parental consent.

                        (2)       Lacks sufficient basic skills to enable him to function effectively in society.

(3)               Does not have a certificate of graduation from a school that provides secondary grades.

(4)               Has not achieved an equivalency secondary or elementary level of education.

(5)             Is not currently required to be enrolled in school.

Early College Admissions Policy

Prior to graduation from high school, students of high ability may be admitted to a college on a full-time basis provided that the following conditions are met:

A student must have maintained a "B" or better average on all work pursued during 3 years (6 semesters) of high school.

He must earn a minimum composite score of 24 on the ACT or the appropriate concordant on the enhanced ACT.

He must be recommended by his high school principal.

Upon earning a minimum of 24 semester hours at the college level, the student will be eligible to receive a high school diploma.

A student not regularly enrolled in the current school year in the high school is automatically eliminated from participation in all high school activities with the exception of high school graduation ceremonies.

Students who are 16 years old on or before September 30 may not repeat grade 8 but will be placed in an alternative program/setting or other program designed to meet their needs as required by LDE.

Provisional Placement

If a child could has not met Pupil Progression for a level the following procedures are recommended:

1.          A School Building Level Committee composed of a minimum of the principal, sending teacher, and receiving teacher should consider these factors:

a.                  Level of performance throughout previous years in all course work, especially reading/language arts, math, and written composition.

b.         Norm referenced test (IOWA) scores for previous years,

c.         Teacher's professional judgment, and

d.         Principal's recommendation.

2.         Considering the above factors, a child could be provisionally placed in the next grade.

 

3.         At the end of the first grading period of the following year, the committee will determine whether the student should remain in that level based upon the performance of the student in reading/language arts, math, and written composition.

4.         Parents must be notified in writing of provisional placement and changes in placement, at least 10 days prior to any change.

5.         A student file should be maintained.  Included in the file should be the following:

a.     Evidence that criteria of Pupil Progression Plan has been met,

b.         Documentation of parent conferences, meetings, and parent correspondence,

c.     Any items mentioned in Bulletin 741 - 2.026.03, pages 20-21.      

 

C. Alternative School Programs

Sabine Program for At-Risk Kids (SPARK) has three distinct components.  Each component has different admissions and exit criteria, however the promotion criterion is the same as in the regular school program.

        Project Decision – Students may be admitted upon the fourth in-school suspension or in lieu of any out of school suspensions at the request of school principals to this short-term program.  Students exit this program based on the successful completion of a contract developed between home school, SPARK, parent and student.  Progress is based on daily behavior reports, community meeting outcomes and recidivism.  Academic work is assigned by the home school, returned to the home school and graded by the home school.  Academic performance will be measured and reported in the traditional manner.

        SPARK – A long-term placement for students who demonstrate a chronic pattern of disruptive behavior.  Referral may be made after a formal School Building Level committee meeting recommending such action/and or upon recidivism in Project Decision.  Placement is for a minimum of twelve weeks.  Progress in the program is based on daily community meetings, the meeting of social goals and objectives, and completion of academic goals.  This parish grading scale and reporting of progress each six weeks is followed.

        DROP OUT RETRIEVAL – Students who have formally dropped out of school are eligible for this program.  Progress in this program is based on completion of Carnegie units of credit.  The students must pass proficiency exams to earn Carnegie credit and meet the requirements for the GEE to receive a diploma.

C. Review of Placement

1.  Procedures Used to Monitor Student Placement

a.                          Interviews and conferences with supervisors, principals, teachers, and parents will be held in schools.

b.                          Monitoring of all files containing information on student progress in remedial programs will be conducted on the parish and local school level during each semester.

2.         Individual Review upon Request

When a question has been raised regarding the placement of a student, the parent, teacher, principal, or the superintendent's designee may request a review of the student's placement.  The procedure outlined under Policy of Due Process, page 11 will be followed.

 

D. Policies on Records and Reports

1.  Permanent Records - Placement

Sabine Parish schools shall maintain permanent records of each student's placement,

K-12.  Each record shall become a part of the student's cumulative file.

2.  Composition of Student Records

a.        Course grades

b.        Score on Louisiana Educational Assessment Program

c.         Scores on local testing programs and screening instruments necessary to document Sabine Parish criteria for promotion

d.         Criteria and/or recommendations for student placement (see definition placement, p. 14.1)

e.                  Information on the outcome of student participation in remedial and alternative programs.

f.                    Special Education documents as specified in the approved Individuals with Disabilities Education Act (IDEA) – Part B, Sabine Parish Application.

g.        A copy of the letter informing the parent of placement or the removal of a student from a compensatory/remedial program

h.        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.

i.         When a decision is made to retain a student, a record will be maintained to reflect that 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.

j.          Documentation of SBLC procedures and actions regarding qualified handicapped students under Section 504 of the Rehabilitation Act of 1973.

 

E. Policy of Due Process

Due Process involving placement may be initiated by an individual student, parent and/or teacher.  If an appeal concerning placement is made by a student, parent/guardian, and/or teacher, it shall follow the proper lines of authority as outlined in the established grievance procedures of Sabine Parish.

First Level:                Any student, parent/guardian, and/or teacher having a question concerning placement shall first attempt to resolve the matter with the assigned teacher.

Second Level:          If as a result of the appeal to the teacher, the matter is not resolved, the grievant shall then contact the principal, who in turn will involve the teacher(s), student, and parent/guardian concerned.

Third Level:                If as a result of this conference, the matter is not resolved, the grievant shall make an appeal to the Superintendent or designee.

Fourth Level:             If the placement of the student remains unresolved, the grievant shall submit an appeal in writing to the Superintendent within 15 days of the initial hearing giving the full details of his/her grievance.

 Fifth Level:                If the grievance is not resolved, after following the lines of authority appropriately, the grievant may request a review by the Board.  The request shall be made in writing through the Superintendent, who shall attach all the papers relating to the appeal and shall, at the option of the Board, hold a hearing with the grievant and render a decision within 30 days of receipt of the appeal.  If the Board decides not to hold a hearing, the grievant shall be notified of this decision no later than 30 days after receipt of the appeal.

In the case of the student with a disability, the due process procedures must be consistent with those described in the approved Individuals with Disabilities Education Act (IDEA) Part B, LEA Application.

Due Process procedures for qualified students with disabilities must be consistent with those defined in Section 504 of the Rehabilitation Act of 1973.

 

SECTION III

PLACEMENT POLICIES: LOCAL OPTION

Local placement policies have been addressed in Section II of this plan.

SECTION IV - REMEDIATION

A.        Remediation

The intent of remedial educational programs is to improve student achievement in the grade appropriate skills identified as deficient on the state’s criterion-referenced testing program for grades 4 and 8 and the Graduation Exit Exam (R.S. 17:395 B and Board Policy).

Beginning in the Summer of 2000, remediation in the form of summer school shall be provided to students who score at the “Unsatisfactory” level on LEAP 21st Century (LEAP 21) English language arts or mathematics tests.

Beginning in the Fall of 2000, (or earlier), remediation shall be provided to students who score at the “Unsatisfactory” level on LEAP for the 21st Century (LEAP 21) science and social studies tests.

Beginning in the Fall of 2000 (or earlier), remediation is recommended for students who score at the “Approaching Basic” level on LEAP for the 21st Century (LEAP 21) English language arts, mathematics, science, or social studies tests.

Beyond the goal of student achievement in grade appropriate skills, additional goals are to give students a sense of success, to prevent alienation from school, and to prevent their early departure from school (R.S. 17:395 B).

I.    PROGRAM OBJECTIVES

A.               Students

1.      All students in grades 4 and 8 in Sabine Parish who scored unsatisfactory on  the LEAP for the 21st Century will be offered summer school and retested.  Eighty percent of the students retested will score approaching basic or above on the readministration of the LEAP for the 21st Century.

2.  All students who did not attend summer school or attended summer school and scored unsatisfactory will receive remediation during the regular school term with 80% scoring Approaching Basic or Above at 4th and 8th grade spring testing on LEAP for the 21st Century.

3.  By the end of the school term, eighty percent of the students who did not pass the graduation exit exam, who received remediation, shall demonstrate growth in the area(s) of deficiency noted on the retake exam.

 

            B.        Personnel

           To provide weekly coordination between remedial and other instructional personnel as documented by weekly lesson plans signed by all involved personnel.

 

II.   PROGRAM DESCRIPTION

A.        Student Selection Criteria

1.                      Any public elementary or secondary students, including identified exceptional students, who score unsatisfactory on LEAP for 21st Century, shall be provided remedial education.

2.                     The failure of Special Education students to achieve performance standards on the state criterion-referenced tests does not qualify such students for extended special education programs.

3.          All students scoring 25% or below on ITBS/ITED shall be provided remedial education.

4.           A list of all eligible students shall be maintained at the central office level with individual school lists maintained at the building level.

 

B.        Pupil/Teacher Ratio

Class size and pupil/teacher ratio for remediation will adhere to regulations of the State Board of Elementary and Secondary Education, per grade level as stipulated in Bulletin 741.  Pupil/teacher ratio for remediation varies from 1-1 to regulation class size, as situations require.

 

C.   Instructional Time

 

1.         The amount of instruction shall be based upon student need.

(R.S. 17:395E)

 

Time for remediation will be provided during the regular school day, extended day, and summer school. In grades 7 and 8 remediation time may be scheduled during the elective time allotment.

 

2.         Remediation may be for a full year or until such time as needs have been met for mastery of deficiencies as indicated by performance on retest on LEAP/LEAP for 21st Century at the applicable grade level.

 

3.         Instructional time for all secondary course-work shall meet or exceed minimum time requirements established by State Bulletin 741 for six, seven period day, or flexible block/scheduling.

 

4.         Remediation will be provided through 1/2-unit elective courses for appropriate content areas taught by certified teachers.  Additional remediation will be provided on extended work programs scheduled for the weeks immediately preceding retest.

 

D.       Selection Criteria for teacher and/or paraprofessionals

1.         Classroom teachers providing remediation will possess the appropriate Certification for the area(s) in which they are providing remediation as evidenced by their Teaching Certificate.

 

2.         Instructional paraprofessionals employed as tutors/aides in the Title 1, Indian, and Special Education programs will assist with remediation of students eligible in these programs, which will include remediation in the classroom under the immediate supervision of the classroom teacher.  Remediation will be planned, supervised, and evaluated by certified classroom teachers in the area in which remediation is being provided.  (Paraprofessional qualifications are as documented in Bulletin 1566.)

 

3.         Presently employed regular and/or special education teachers and paraprofessionals who provide remedial instruction may receive additional compensation provided the services are performed in addition to their regular duties, beyond the regular school day.

 

4.         Additional certified and paraprofessional personnel (who meet the state guidelines) will be employed where numbers warrant.

 

E.        Materials and methodology to be used

1.         Instruction will include Curriculum Based Assessment in the areas of deficiency.

2.         Lesson plans will include reference to appropriate parish content standards.  Materials used may include LEAP strategy guides, released test items, and other materials that will supplement in the regular program.

3.         Remedial methods will supplement and reinforce those used in the regular program.

 

a.         Persons providing remedial instruction will use methods, which are most, appropriate for remediation (i.e., individualized instruction, special materials, manipulatives, hands-on activities, audio-visual materials, guided practice, etc.)

b.         Coordination between all of the remedial students' teachers      will occur on a regular basis to assure that remedial instruction is supplementing and reinforcing regular instruction.

 

4.         The amount of instruction will be based on student need as determined jointly by the provider of remediation and the student's other teacher(s).

5.         Remedial instruction for secondary students will take place in the regular classroom, special education classroom,  and/or specially designed remediation classes as approved by the State Department of Education scheduled for students who did not pass the graduation test.  Elective credit will be sought from the State Department of Education for remedial level instruction.  Courses in either setting will be taught by instructors certified in appropriate content areas.

6.         Remedial instruction for elementary students who scored unsatisfactory on the LEAP for the 21st Century  will be provided by the classroom teacher, special education teachers for their students who are eligible and/or certified personnel employed for remedial instruction.       

7.         Instruction shall be based on student deficits as identified on the state testing programs in English language arts, written composition, mathematics, science, and social studies. 

 

F.                 Documentation of students' and parents' refusal to accept remediation.

(see p. 13.5)

 III.        Coordination with state, federal and local funds

A.        Remedial instruction will be coordinated with locally funded and federally funded remedial education programs. 

B.               Communication will occur on a regular basis among all that provide instruction for a student receiving remedial education.

C.       Coordination with Other Programs.  Teacher(s) of students receiving remediation will coordinate lesson plans, tests, and other records on a regular basis.  That coordination will be documented.  This documentation will be the responsibility of the classroom teacher.

 

IV.      Evaluation.  The Sabine Parish school system will participate in the evaluation of the Remedial Education Program. 

 

A.        Evaluation will be based on the following educational processes:

 

1.         The number of eligible students passing the LEAP/CRT following

participation in the remedial program.

2.         Evidence of regular coordination between all teachers of eligible

students enrolled in the remedial program.

 

B.        Product evaluation will include:

1.                  A review of the results of state test to determine the percentage of students who scored approaching basic or above.

 

STUDENT REMEDIATION REFUSAL FORM

SCHOOL___________________________ DATE___________________

 

______________________________ has been referred for LEAP 21/GEE remediation.  This 

          (Student's Name)

referral  was made after a study of the results documented on the LEAP Individual Student Report. 

 

Remediation is recommended to provide your child the opportunity for success on the LEAP 21/GEE Retest.

I, _________________________________, do not want my child to receive remediation.                 (Parent's Name)                                                                                                                              

I realize that my child may not pass the LEAP retest without the remediation and if in grade 4 and 8 will not be promoted.

 

 

______________________________________

               (Parent's Signature)

 

 

Student_____________________________                                                           Subject_____________________________

School______________________________ Current Grade Level_____          Remediation Teacher_____________________________

Race________    Sex________                                                               

Grade Level and Area of Remediation (Put grade level in blank)                                                                                                                         

 ____Language Arts   ____Math   ____Social Studies     ____Science  ____Writing

 

REMEDIATION PLAN

 

DATE

 

OBJECTIVE

 

CURRICULUM

REFERENCE

 

MATERIALS & PROCEDURES

 

ASSESSMENT

 

COORDINATION

DOCUMENTATION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Remediation Test Score   Language Arts ________    Math ________    Writing ________    Science ________    Social Studies ________

 

Remediation Successful   Yes_____    No_____

 

 

APPENDIX A

DEFINITION OF TERMS

A.  State Terms

 1.       Acceleration - Advancement of a pupil at a rate faster than usual in or from a given grade or course. This may include "gifted student" as identified according to Bulletin 1508.

 2.       LEAP for the 21st Century - The state's testing program that includes the grades 3, 5, 6, 7, and 9 Louisiana Norm-referenced Testing Program (IOWA); the grades 4 and 8 Criterion-referenced Testing Program including English/language arts and mathematics and the Graduation Exit Examination (written composition, English/language arts, mathematics, science and social studies).

 3.        Promotion - A pupil's placement from a lower to a higher grade based on local and state

criteria contained in these Guidelines.

 4.        Pupil Progression Plan - "The comprehensive plan developed and adopted by each parish or city school board which shall be based on student performance on the LEAP for the 21st Century 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)

 5.       Placement - The assignment of students to classes, grades, or programs based on a set of criteria established in the Pupil Progression Plan.  Placement includes promotion, retention, remediation, and acceleration.

 6.       Remedial Programs - Programs designed to assist students including identified exceptional and Non/Limited English Proficient (LEP) students, to overcome educational deficits identified through the LEAP for the 21st Century/LEAP and other local criteria.

  7.       Remediation - See Remedial Programs.

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

 9.         Parish Standards - Specific levels of attainment of skills and objectives as established in the mandated Sabine Parish content standards.

B.        Local Terms

1.         ACT (American College Test) - Measures student achievement in English, mathematics, social studies and natural science as compared with students nationally and statewide.

2.         Act 754 - Education for all Exceptional Children Act of 1977 Louisiana State Law which guarantees a free appropriate public education for all students with disabilities.  It is designed to incorporate all of the current federal and state requirements pertaining to the identification and provision of educational services to exceptional children in Louisiana.

3.         Iowa (ITBS and ITED) - Measures student achievement in reading, arithmetic and language as compared with students nationally.

4.         Certificate of Achievement - An exit document issued to an exceptional student who has achieved certain competencies and meeting specified conditions as listed below:

1.        The student is exceptional under the criteria in Bulletin 1508.

2.        The student has met attendance requirements according to Bulletin 741.

3.        The student has completed at least 12 years of school or has reached the age of 22.  (Not to include students younger than 16.)

4.        The student has met attendance requirements according to Bulletin 741.

5.        The student participated in the alternate assessment.

6.        The student has successfully completed his/her program with at least 70% completion of annual goals listed on the IEP.

7.        Transition planning has been completed and documented.

8.        The program is provided by personnel certified in appropriate areas.

5.         Criterion-Referenced Test - Measures student performance on specific skills taught in the curriculum.

6.         Students with Disabilities - Means a child evaluated in accordance with regulations in P.L. 101-476 (I.D.E.A.) and Act 754 who demonstrates one or more of these disabilities:  emotional/behavior disordered, learning disabilities, mental disabilities, hearing impairments, speech impairments, severe language disorders, autism, visual impairments, deaf-blindness, multiple disabilities, hospital/homebound, infants and toddlers with disabilities, traumatic brain injured, non-categorical preschool orthopedic impairments or other health impairments.

7.         GED Test (General Education Development Test) - A national test which may be taken by persons to receive a high school equivalency diploma.

8.         IEP - Means the individualized education program required by subpart 441 of Act 754 and P.L. 101-476 (I.D.E.A.).  This program is designed to meet the individual needs of students with disabilities, which ensures the child will receive a free, appropriate public education.

9.         Least Restrictive Environment - Means the educational placement of an exceptional student in a manner consistent with the Least Restrictive Environment Rules.

10.       Multi-disciplinary Evaluation - Is an individual evaluation of a child suspected of being disabled and is conducted after written consent of parents is obtained.  Included is an individual assessment of educational and psychological functioning and when appropriate, medical, sensory and social assessment.

11.             Regular Diploma - A document awarded to students who have earned at least the minimum high school credits.

12.       Sabine Parish Pupil Appraisal Team - Will consist of a school psychologist, an assessment teacher, social worker, when appropriate speech and hearing consultant, when appropriate parents, principal, teacher, and special education supervisor or designee for the purpose of identification and classification of students with disabilities.

13.       Special Education - Shall be 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.

14.             School Building Level Committee – A committee of at least three school level staff members 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 Pupil Appraisal liaison, special education teacher, 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. The committee may consider administrative assignment or provisional placement of elementary students. 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. 

15.             Academically Able for Foreign Language - Student who is functioning in a reader at or above the grade level in which they are enrolled.

 

Appendix B

 

STATE OF LOUISIANA

DEPARTMENT OF EDUCATION

POST OFFICE BOX 94064, BATON ROUGE, LOUISIANA 70804-9064

http://www.doe.state.la.us

 

MEMORANDUM

May 4, 1999

To:       Directors/Supervisors of Special Education
            Superintendents of BESE Schools

            State Director of SSD #1

            Administrator, St. Landry Charter School

            Director, New Vision Learning Academy

To:       Virginia C. Beridon, Director

            Division of Special Populations

            Office of Student and School Performance

Re:       Provisional Eligibility Criteria for a Certificate of Achievement

I am writing in regard to the Provisional Eligibility Criteria for a Certificate of Achievement for students who were formally in an ARP program, are currently in high school, and who will be participating in LEAP.  As I am sure you are aware, both professionals and families are concerned about how these students will fare under the new requirements in IDEA, state policies regarding access to the general education curriculum, and participation in statewide assessment.

In response to these concerns, the Department convened the High School Curriculum Task Force in March 1999.  The charge f the group was to make recommendations pertaining to students who;

The major concerns of the committee were these students had not participated in the general curriculum and did not have access to the information for which they are being held accountable.  Court decisions have focused on prior notice of diploma and related requirements.  They have also focused on requirements for a fair test for high stakes decisions (e.g., high school diploma).

Directors/Supervisors of Special Education

Superintendents of BESE Schools

State Director of SSD # 1

Administrator, St. Landry Charter School

Director, New Vision Learning Academy

May 4, 1999

Page 2

The following court decisions were used in making recommendations by the Task Force:

Brookhart v. Illinois State Board of Education

 

Board of Education of Northport-E. Northport v. Ambach

Debra P v Turlingotn

Based on these court findings districts must:

 

Issues due to lack of advance notice and fair test

Issues for students who are currently (1998-99) in grades 9-11 who were previously in an ARP program, and will not participate in alternate assessment are as follows.

Directors/Supervisors of Special Education

Superintendents of BESE Schools

State Director of SSD # 1

Administrator, St. Landry Charter School

Director, New Vision Learning Academy

May 4, 1999

Page 3

 

Based upon these court findings, concerns expressed by professionals and families, and the recommendations of the High School Curriculum Task Force, the Department has developed the enclosed Provisional Eligibility Criteria for a Certificate of Achievement for these students.  The requirements for Certificate of Achievement will be included in the revised Bulletin 1706.  You may want to include the Provisional Eligibility Criteria for a Certificate of Achievement within your LEA Pupil progression Plan to assure you have established a means for these students to complete their high school program.

Enclosed you will find two attachments

 

The policy regarding the Provisional Eligibility Criteria for a Certificate of Achievement is in effect as of May 4, 1999.  I am confident it will help raise expectations for these students while still allowing schools to provide an appropriate program that can meet their individual needs.  If you have questions of concerns regarding these policies, please contact Debra Dixon or Anne Clouatre at 225-342-3640.

 

Students Considered Under the Provisional Eligibility Criteria
for a Certificate o Achievement*

 

 

Student

 

Date

 

School

 

 

This form must be completed and used to document that a student may be considered for  Certificate of Achievement under the Provisional Eligibility Criteria as found in Bulletin 1706, 900.

 

NOTE: The students must participate in LEAP (CRT/NRT).

 

Circle "Agree” of “Disagree” for each item below.  The answer to each item must be “Agree” in order for the student to be considered under the Provisional Eligibility Criteria for a Certificate of Achievement.  This form must be maintained in the student’s IEP file.

 

Agree

 

Disagree

The student is disabled under the criteria in Bulletin 1508

Agree

 

Disagree

The student was in an Alterative to Regular Placement (ARP) program during the 1997-98 school year as documented in the IEP

Agree

 

Disagree

The student was enrolled in grades 9, 10, or 11 during the 1998-99 school year.

Agree

 

Disagree

The  IEP team determined that the student would not be eligible to participate in alternate assessment.

 

IEP PARTICIPANTS (Signatures)

 

 

 

 

Name/Position

 

Name/Position

 

 

 

Name/Position

 

Name/Position

 

 

 

Name/Position

 

Name/Position

 

 

 

Name/Position

 

Name/Position

 

 

                                                           

Revised 1999-2000                         

                                                           

Provisional Eligibility Criteria for a Certificate of Achievement*

 

Eligible students are those:

 

Eligible students must meet the following Provisional Eligibility Criteria to be awarded a Certificate of Achievement:

1. The student has participated in general district and statewide assessments.

 

2.      The student has completed at least 12 years of school or has reached the age of 22 (not to include students    younger than 16).

3.      The student has successfully completed 70% of annual goals listed on the IEP

4.      The student has met attendance requirements according to Bulletin 741.

5.      Transition planning has been completed and documented

6.      A body of evidence exists to document that the student had access to and progressed in the general curriculum, to include, at a minimum, Louisiana Content Standards in the areas of English/Language Arts, Mathematics, Science, and Social Studies and the foundation skills.

7.      A body of evidence exists to document that the student has developed vocational competencies.

* Note: The receipt of a Certificate of Achievement does not limit a child’s continuous eligibility for services under IDEA unless the child has reached the age of 22.

Revised 1999-2000