I.Placement

  1. Kindergarten andFirst GradeEntranceand ScreeningRequirements

►Namethenationally recognizedreadinessscreeninginstrumentusedfor every child enteringkindergartenforthefirsttime.

  1. All students entering kindergarten for the first time are administered the Developing Skills Checklist (DSC) / McGraw-Hill as required by Act 146 of the 1986 Louisiana Legislature (R.S. 17:39.11).
  2. A student entering kindergarten in any Lafayette Parish school shall have attained the age of five (5) on or before September 30th of the calendar year in which school begins, as required by Senate Bill 655.
  1. TransferStudents

►Describe the placementpoliciesfortransfer studentsenteringtransitional 9th

grade.

Transfer students entering transitional 9th grade will follow all of the criteria outlined for Lafayette Parish School System students in determining promotion and placement. Student data will be reviewed and final decisions may be made by the SBLC/Health & Wellness Team.

►List the placementtest(s)administeredtothe above-mentioned transfer students,if applicable.

Terra Nova Test, district created proficiency exam, and EDgenuity Proficiency Exam

D. Reviewof Placement

►Describe the LEA’spolicythataddresses howpromotionandplacementdecisions are monitoredperiodicallyto determinethattheLEA’s policies arebeingimplemented uniformlyacross thesystem.Explainhow, uponrequest,anindividual, suchasa parent,teacher, principal, superintendent,etc.,couldinitiateanindividual review.

  • School site administrators or their designee shall hold an SBLC/Health & Wellness Team meeting and collect written statements from the parent/guardian and student as to the circumstances leading to the change of placement request. The recommended change of placement must be included in the Health & Wellness determination.
  • The District Health & Wellness Placement Committee will review the request and notify the school of the decision within seven (7) school days.

II.AttendancePolicy

A.Elementarystudents shallbein attendanceaminimumof 60,120minutes(equivalent to167six-hour days)aschool year. In order to beeligible toreceivegrades, high school studentsshall beinattendanceaminimumof30,060minutes (equivalentto83.5six-hour schooldays), per semesteror 60,120minutes (equivalentto167six- hour schooldays) a school yearfor schoolsnotoperating onasemester basis.

Minimum Attendance Requirements

  • Attendance in school is compulsory for all students between the ages of 7 and 17 as mandated by LA. R.S. 17:221. Once a student is enrolled in the Lafayette Parish School System, regardless of age, they are required to follow the compulsory attendance law.

Make Up Work

  • A schedule for completing make-up work will be established within five (5) school days, not to exceed ten (10), beginning the day the student returns to school. The teacher who will give the make-up work will decide on the scheduling of the work on any day after the return day, but within the seven (7) days after the student returns to school. Students and parents have the right to appeal the schedule in extreme circumstances, and those would be handled by SBLC/Health & Wellness Team. (There may be exceptions for students with IAP’s and IEP’s.)

III.Promotion K - 8

  1. Requirementsof theLouisianaEducationalAssessmentProgram

►Describethe LEA’scriteria for determiningifafirst-timefourth grader will be placed infifthgrade,ifthestudentis determinedto be non-proficient.Identifywhichresources willbe utilized tomaketheplacementdecision andwhowill make the decision.

For first time 4th graders to be promoted to the 5th grade, a student must successfully demonstrate proficiency of Louisiana State Standards. Proficiency of standards will be measured by, but not limited to:

  • Statewide assessment results
  • Waivers: Students who do not pass state standardized tests but demonstrate readiness to progress to the 5th grade may be issued a transitional waiver as authorized by BESE for the 2013-2014 and 2014-2015 school years.
  • 2013-2014 students must attend and retest in summer remediation in order to be considered for promotion. The SBLC/Health & Wellness Team shall submit a transitional waiver to the LPSS accountability office.
  • 2014-2015 students attend summer remediation but no retest is required.
  • Course grades
  • Performance results on classroom assessments aligned to Louisiana State Standards
  • Benchmark assessments
  • State attendance requirements
  • Student’s reading level

The SLBC/Health & Wellness Team will review student information gathered from the list of data above. Promotional decisions will be the responsibility of the SBLC/Health & Wellness Team.

►Describethe LEA’splanfor interventionandremediationfor thenon-proficient studentfor thesummer andschool year.

LPSS follows a Response to Intervention (RtI) Plan developed to meet the requirements of federal law and ensure student progress toward meeting Louisiana State Standards. Appropriate instruction in reading includes phonemic awareness, phonics and vocabulary development, reading fluency, and reading comprehension strategies. Appropriate instruction in math means explicit and systematic instruction in early numeracy, math computation, math concepts and application, and problem solving. Details for providing a three-tiered model are outlined in the Response to Intervention Handbook.

►Describethe LEA’scriteria for determiningifafirst-timeeighthgrader will be placed intransitional ninthgrade,ifthestudentis determinedto benon-proficient.Identify whichresources will be utilized tomaketheplacementdecisionandwhowill makethe decision.

For first time 8th graders to be promoted to the 9th grade, a student must successfully demonstrate proficiency of Louisiana State Standards. Proficiency of standards will be measured by, but not limited to:

  • Statewide assessment results
  • Waivers: All previous state waivers remain in effect, so if a student qualifies for a non-transitional 9th grade waiver, the student should be promoted to 9th grade and not placed in a transitional 9th grade cohort.
  • First time 8th graders for 2013-2014 and thereafter, who do not achieve the standard required for promotion to 9th grade, will be placed in a transitional 9th grade beginning in the fall of 2014.
  • Students must attend and retest in summer remediation in order to be considered for promotion. The SLBC/Health & Wellness Team shall submit a transitional waiver to the LPSS accountability office.
  • Course grades
  • Performance results on classroom assessments aligned to Louisiana State Standards
  • Benchmark assessments
  • State attendance requirements
  • Student’s reading level
  • Student Graduation Support Profile
  • IEP goals
  • Explore Test

The SLBC/Health & Wellness Team will review student information gathered from the list of data above. Promotional decisions will be the responsibility of the SLBC/Health & Wellness Team. A student who does not successfully demonstrate proficiency of Louisiana State Standards will be placed in a transitional 9th grade cohort.

►Describehowyouwilladdress remediationfor transitional 9thgradestudentsduring thesummerandschool yearwhile ensuringcredit accumulationandexposure to9th gradelevel ELAandmathcontent.

Students failing to achieve the standard required for promotion to the 9th grade shall participated in 50 hours of summer remediation and take the applicable retest to be placed in transitional 9th grade. If students pass the retest, they shall be promoted to 9th grade. The SBLC/Health & Wellness Team will review data and determine the most appropriate setting for each unsuccessful student. Students should be scheduled in English 1 and Algebra 1 even if they are taking Math and/or ELA remediation. Within on-grade level courses, teachers should teach skills that students have yet to learn. Time for intervention will be built into the school day that will work in conjunction with academic courses. Schools will provide counseling and a variety of remediation options to help students succeed in their remediation of ELA and math.

►Describe thefunctionoftheSBLC as itrelates tostudentpromotionandretention.

The classroom teacher is responsible for scheduling a SBLC/Health & Wellness Team meeting for each student that has not met the requirements for promotion according to the LPSS Pupil Progression Plan (PPP). During this meeting, the SBLC/Health & Wellness Team may override the requirements for promotion written in the PPP but may not override Louisiana State Department of Education High Stakes Testing Policy. All SBLC/Health & Wellness Team members should read and be familiar with the current year’s approved PPP.

The Department of Academics will send out sample copies of retention letters for each grade level that includes directions for completion. Following this process:

  1. Rewrite the letter on appropriate school letterhead.
  2. Make appropriate copies for students being retained.
  3. Written notification of student retention must be given to parents before the end of the school year.
  4. Attach the copies to the report cards to be sent home.

Note: An ‘Academic Warning Letter’ should be sent home (elementary and middle schools) by the end of the third 9 weeks, notifying parents that the student is in jeopardy of failing.

  1. ‘504 Retention/Promotion Report’ will be attached to the 504 students’ report card along with the retention letter if applicable.
  2. Make copies of the report for the 504 students who will be reviewed for promotion/retention by SBLC/Health & Wellness Team.
  3. Attach copies of the report to the report cards being sent home.

(LDOE Bulletin 741)

A Promotion/Retention Log should be completed at the SBLC/Health & Wellness Team meeting. This log must be kept on file by the SBLC/Health & Wellness Team chairperson with a copy provided to the administrator and/or counselor and the District 504/RtI/Dyslexia Specialist. A copy of the retention documentation should be filed in the cumulative folder as well as in the student’s red SBLC/Health & Wellness folder.

C.ElementaryProgram of StudiesRequirements

Uniform Grading Policy (Bulletin 741, Section 2302)

Where O, S, N, and U are used, the numerical ranges should be used as a guide for assigning grades: Outstanding [93-100], Satisfactory [75-92], Needs Improvement [67-74], Unsatisfactory [0-66]

GRADES 4 AND 5 PROMOTION POLICY

All local education agencies shall provide a fourth grade transitional program for students meeting the minimum criteria. The purpose of a fourth grade transitional program is to provide a class setting to students who have demonstrated the ability to benefit from a combination of intensive fourth grade remedial work and fifth grade regular coursework. Students in the transitional program may be able to progress to the sixth grade the following year.

Minimum criteria for placement into a fourth grade transitional program:

  • The student must score at the Approaching Basic/Approaching Basic achievement level on the English language arts and mathematics components of LEAP;
  • The student must have met all requirements for promotion from the fourth grade as outlined in the local pupil progression plan; and
  • The student must participate in both the summer remediation program offered by the LEA and the summer retest.

Minimum criteria for promotion to the sixth grade from a fourth grade transitional program:

  • 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;
  • The student must score a minimum of Basic/Approaching Basic on English language arts and math and a minimum of Approaching Basic/Approaching Basic in science and social studies on the fourth grade LEAP; and
  • The student must have met all requirements for promotion from the fifth grade as outlined in the local Pupil Progression Plan.

GRADES K-5 ADDITIONAL CONSIDERATIONS

  • Fifth grade students who are overage (12 years of age by September 30th) and are on an elementary K-5 campus may be placed on a middle school campus in an appropriate placement on the middle school campus.
  • Students receiving N or U in academic subjects and/or conduct will not be eligible for Honor Roll. (Policy File IHD) Students receiving an S are eligible for Honor Roll but not Principal’s List.
  • In grades 2 through 5, actual points earned shall be entered in the roll book. At the end of a nine-week period, a percentage grade shall be computed by dividing the points earned by the total possible points. Any percent .5 or above shall be converted to the next whole number. A mid-grading progress report shall be sent home during each nine-week grading period for students who are not successful. Parent Portal through WebPams is available for all student progress. In grades PreK - 1st this will be done through weekly communication home to parent(s) about student progress and will encourage parent signatures as documentation.
  • In grades 2-5, no fewer than eight (8) grades shall be recorded per grading period for ELA, reading, and math and no fewer than six (6) grades shall be recorded for social living, science or social studies. Various types of assessment, including project-based activities, shall be utilized in determining a student’s nine-week grade. Additional grades are recommended for determining student progress. Extra credit/points shall be awarded using academic activities only.
  • Homework shall not exceed 10% of the total grade for each subject (K-8).
  • Discipline shall not affect grading in any academic area, with the exception of academic dishonesty.
  • Horizontal rather than vertical enrichment shall be provided for groups of students who have mastered grade level content in reading and mathematics. Provisions may be made for an individual child whose achievement warrants instruction in reading at a higher grade level.

GRADES 6-8 PROMOTION POLICY

  • Students in the eighth grade must attain a score at or above the Basic achievement level on either the English Language Arts or mathematics component on the LEAP and at the Approaching Basic achievement level on the other. An exceptional and/or 504 (including gifted and talented) student participating in LEAP must be provided with appropriate accommodations as noted in the student’s IEP or IAP. For students who are not administered a state CRT, proficiency in grade appropriate skills, as defined by Louisiana State Standards, must be demonstrated. All Special Education students shall follow the High Stakes testing policy progression as it applies to their IEP.

GRADES 6-8 ADDITIONAL CONSIDERATIONS

  • Homework shall not exceed 10% of the total grade for each subject (K-8).
  • Discipline shall not affect grading in any academic area, with the exception of academic dishonesty.

IV.Promotion 9 –12

  • New Legislation for the grading of Advanced Placement, International Baccalaureate, Core 4 Gifted Courses, and Dual Enrollment Courses - In order to align the calculation of grade point averages with Act 359, beginning with the 2014-2015 school year, the calculation of the minimum cumulative grade point average shall utilize a five-point scale for grades earned in certain Advanced Placement courses, International Baccalaureate courses, Gifted courses, and Dual Enrollment courses. Courses eligible for the new grade point calculation are outlined in “TOPS Core, 2018: Dual Enrollment/Matrix Options for TOPS Core.” For such courses, five (5) quality points will be assigned to a letter grade of “A”, four (4) quality points will be assigned to a letter grade of “B”, three (3) quality points will be assigned to a letter grade of “C”, two (2) quality points will be assigned to a letter grade of “D”, and zero quality points will be assigned to a letter grade of “F”.

Schools shall continue to honor high performing students, and all students graduating with a 4.0 or above will be recognized as in prior years.

  • Grading
  • Homework shall not exceed 15% of the total grade for each subject.
  • Discipline shall not affect grading in any academic area, with the exception of academic dishonesty.

Scheduling Policy for High School Courses

  • Seniors enrolled in courses scheduled for a full year cannot drop these courses after the first four (4) weeks without a grade of F being recorded on the transcript. [Two (2) weeks for schools on block schedules]. All dropped courses after the 4 weeks (2 weeks for block), are reviewed by the principal, and then may be referred to Health & Wellness in the case of extenuating circumstances. Teacher appeals can also be made after the 4-week deadline. A parent/student may make an appeal to the district’s Health and Wellness placement committee after the four (4) week deadline.

V. Retention Policy

►Describetheintervention/remediationstrategiestobeused to preventretentionor in lieuofstudentretention atthelower grades.

Other Compensatory and/or Remedial Programs

  • Targeted Kindergarten

Students who meet the age requirement for kindergarten, but who according to the results on the kindergarten readiness screening show developmental lags, shall be considered for a kindergarten readiness program. Targeted Kindergarten classes shall be offered if the principal determines a need at sites determined by school letter grades. The program will be flexible and provide additional experiences for five-year-olds before the regular kindergarten curriculum is addressed have a teacher and para-educator in the room to provide a lower pupil/teacher ratio. This gives the teacher the opportunity to provide intentional teaching on a more individualized basis, meeting the child where he/she is and moving them successfully forward. Parents have the option of allowing their child to be enrolled in this program. Enrollment in this class will not mean automatic retention.

  • Students who are not developmentally ready for kindergarten as indicated by Developing Skills Checklist will be placed in a kindergarten room with one teacher and one para-educator.
  • The recommended student-teacher ratio is 15-1 or the lowest ratio in the Kindergarten grade/sections on that campus.
  • A developmental targeted approach will be used in addressing requirements for advancement.
  • Horizontally Enriched Kindergarten

Students meeting the age requirements for kindergarten, and according to the results on the Kindergarten Developmental Readiness Screening Program, fall within the Potential Advanced range will be considered for a horizontally enriched kindergarten program if the principal determines a need. The program will provide enrichment in addition to the regular kindergarten curriculum. Parents will have the option of allowing their child to be enrolled in the program.

IX. Other Policiesand Procedures

  1. Policieson Due Process

oStudentswith Exceptionalities

Due Process procedures for exceptional students must be consistent with those described in the approved Individuals with Disabilities Education Act (IDEA-Part B, Louisiana Bulletin 1706) and Louisiana’s Educational Rights of Children withDisabilities Handbook.

oSection504students

Due Process procedures for exceptional students must be consistent with those described in the approved Individuals with Disabilities Education Act (IDEA). Due Process procedures for qualified handicapped students must be consistent with those defined in Section 504 of the Rehabilitation Act of 1973.

LPSS policies concerning the education of dyslexic students and due process procedures must be consistent with Louisiana laws governing these students.