SECTION I:General Information forSecondary School Studentsand Parents

AISD Disclaimer:

The contents of the Secondary School Information Guide are

relevant to AISD Policy (Legal and Local), Regulation and

Practice as of January 2011. For current information

regarding district policy please refer to the Austin

Independent School District website at www.austinisd.org or

visit with your school counselor.

Specific school-related questions should be directed to

campus staff. When a parent or guardian has a question or

concern, he or she should contact the person who made the

initial decision. After discussing the matter, if the concern

continues, the principal should be contacted.AIS

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Success in SecondarySchool

Success in middle and high school requiresplanning and lots of hard work. This sectionof the Secondary School Information Guide isintended to answer many of the questionsstudents and their parents have aboutplanning for graduation and the rules andprocedures schools in AISD follow.

Use this guide to help select middle and highschool courses. Many courses are requiredand there are also many enjoyable andenriching electives. Choose your coursescarefully, plan to work hard, and get involvedin extracurricular activities.

Academic and Career Planning inAISDAcademic and career planning is an ongoingprocess for students in AISD. Counselorspresent guidance and career-planningactivities to students in grades 5-11. Eachstudent develops an Individual Academic andCareer Plan (IACP) annually.

The IACP is a planning process created by thestudent, in conjunction with the counselorand parent(s) to note current career interests,postsecondary goals, and courses they planto take to meet graduation requirements.

In 5th grade students utilize the Movin’ on toYour Future IACP booklet and the CareerWalk Game to make the connection withpersonal interests and careers.

In 6th grade students will use, Connecting toYour Future, to make the transition betweenskills obtained in school and skills needed tobe successful in a career.

In 7th grade students will use Forming YourFuture to make the link of career interests andpersonal values. Students also explore thetransition to high school by looking at typicalhigh school courses.

In 8th grade students utilize a web-basedcareer interest program called COIN CareerCommunity. Students complete careerinterest assessments, learn about careers,post-secondary education, and begin to plan

their high school courses.

In grades 9-12 students utilize the web-based program, Naviance.

� 9th grade students will complete a careercluster survey, skills assessment and self-assessment which will plot their interests, aswell as completing the learning styleinventory.

� 10th grade students will research 3careers based on the results of their interestinventory. College searches willbe completed as well.

� 11th grade students will research collegesand universities based on their interestinventory results, and career search results.

� 12th grade students will research majorsof study at their favorite colleges, which isbased on their work from thepreceding grades. Students in 12th gradewill also complete a resume for use either inthe workplace or for application to a place ofhigher education.

� 9th -11th grade students will alsocomplete and/or update their four-yearacademic plan.

Parents Can HelpParents play an influential role in helpingtheir son or daughter plan, prepare anddevelop an IACP. Parents should:

� Review this guide and materials theyreceive at school and discuss them withtheir student.

� Learn graduation plan requirements andbe sure that the student meets them.

� Encourage students to take foreignlanguage courses and other courses neededfor the Texas Education AgencyRecommended or DistinguishedAchievement Graduation Programs as soonas possible.

� Make sure students select courses thathelp them meet their educational and careergoals.

� Encourage students to take AdvancedPlacement courses and dual credit coursesto earn college credit while stillin high school.

� Help students to learn about colleges andcareers that interest them.

� Review the results of your students workon Naviance Family Connection. Contactyour student’s counselor orADVANCE College/Career Advisor for moreinformation on this program.(http://www.austinisd.org/academics/scholarship/naviance.phtml)

Students who are involved in after school(extracurricular) activities are often moresuccessful in school. AISD offers clubs,teams and other opportunities for learningacademic and social skills, making friendsand developing leadership skills. Encourageyour student to be involved in at least oneextracurricular activity.

High School TranscriptsThe words “academic achievement record”and “transcript” are interchangeable in thisdocument. The Academic AchievementRecord (AAR) is an official and permanentrecord of a student's academic performanceduring high school and, in some cases, ofhigh school courses completed prior to highschool (TEC §28.025(e)). Entries on this statedocument reflect actual courses taken, gradesearned, credit awarded, and codes denotingspecial explanations which must beconsistent with teachers’ records and thestudent’s individual education plan (IEP),when applicable. Entries may not be alteredor removed except to correct errors.

Current and former students may request acopy of their high school transcript bysubmitting a request to the registrar’s office attheir current high school or their last schoolof attendance. Requests must be submittedin writing. Approximate cost is $2.00 pertranscript. Please provide complete mailinginformation (institution/individual, streetaddress, city, state, and zip code). Allow 24-48 hours during non-peak registrationperiods for processing request.

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Extracurricular Activities andUniversity Interscholastic League(UIL)Activities that support course work includelanguage clubs, journalism, debate, theatrearts, band, orchestra, choir, and career clubs.Student athletes can further theirdevelopment by participating in UniversityInterscholastic League (UIL) sports. For highschool: football, volleyball, cross-country,golf, tennis, swimming, basketball, baseball,softball, wrestling, soccer and track and field.For middle school: football, volleyball,basketball, track and field, soccer, and tennis.Sixth grade students cannot participate in UILactivities.

A student must be enrolled for at least fourhours per day to be considered inmembership for one full day (19 TAC §129.21[h]). The classes in which the student isenrolled for the four hours may be for eitherstate approved or local credit. Students whoare in classes more than four hours somedays and less than four hours on other daysare considered to be “full-time” if they spendan average of four hours per day in class fora five day school week (i.e. Block Schedules,Dual Credit, etc.)

High school athletes need to be aware of theNational Collegiate Athletic Association(NCAA) academic guidelines andrequirements throughout their high schoolcareer (9-12) if they plan to participate incollege sports. Beginning in the junior year,important information needs to be submittedto the NCAA Clearinghouse. For moreinformation visit the NCAA website atwww.ncaa.org (Click on Initial-EligibilityClearinghouse). Or contact your coach,counselor or registrar for specificinformation.

Suspension of Eligibility forExtracurricular ActivitiesAny student with a failing 6 weeks grade willbe suspended from competition. Somecourses are exempt from this rule.

Refer to AISD policy FM (local) on the AISDwebsite at www.austinisd.org.

Taking Responsibility

Personal ConductAISD expects students to exhibit a highdegree of self-discipline and contribute to aneducational climate that allows each studentto enjoy a healthy, safe, and positive learningexperience. When necessary, discipline isused to maintain order and promoteappropriate behavior. A copy of the AISDStudent Code of Conduct is provided to eachstudent, and it is available on the AISDwebsite at www.austinisd.org. Each campusmay establish additional rules andregulations under AISD guidelines. Studentsand parents/guardians will receive theserules.

Non-curriculum Related GroupsStudents may form and have the opportunity toparticipate in non-curriculum-related groupsthat are of interest to students. Such groups arenot sponsored by the district, but students mayuse school facilities and meet outsideinstructional time before, after, or during theschool day. Any student who would like tosecure a meeting space for a non-curriculumrelated group should seek approval from thecampus principal.

Closed CampusAll secondary schools operate as “closed-campuses.” After arriving at school, studentsmay not leave campus until completing theirlast class of the day. Only seniors are permittedto leave campus for lunch. Any student mayleave campus for doctor’s appointments orother family obligations with written noticefrom their parent/guardian. Students must givethe written permission to the appropriateschool administrator or designated school staffmember.

Care of Building, Furniture andEquipmentStudents are expected to care for equipmentand facilities. If a student causes any damageto school property, willfully or throughnegligence, the student is responsible formaking full payment for replacement orrepair.

Care of TextbooksTextbooks are issued to students for usewhile they are enrolled in classes. State lawrequires that books be covered at all times. Ifa textbook is lost or damaged, the studentmust pay for the book before another bookcan be issued.

Personal Possessions at SchoolTheft and other problems that interfere withan orderly school climate arise when studentsbring items to school. Each campus has aspecific list of articles to avoid bringing toschool. If students bring these items toschool, the items may be confiscatedtemporarily by school staff and returned toparents/guardians on request.

Smoking and Other Illegal DrugsState law and AISD Board policy prohibit thepossession or use of tobacco products andnarcotic drugs on school property. Thisincludes cigarettes, chewing tobacco, snuff,alcohol and any narcotic or illegal drug.

School Bus BehaviorAISD provides transportation to students whoneed and qualify for that service. Studentsand parents/guardians should becomefamiliar with the “Rider’s Rules andRegulations.” The bus driver has theauthority and responsibility to notify schoolofficials of any misconduct occurring on thebus or at the bus stop. Disorderly conduct orpersistent refusal to obey the driver mayresult in disciplinary action and denial oftransportation privileges.

Compulsory Attendance LawDaily attendance is necessary for success inschool. To receive credit for a course, astudent must be present for a minimum of 90percent of the days a class is offered. Failureto comply with compulsory attendance law isa class C misdemeanor and punishable byfine. Parents or students who have concernsabout attendance should contact theirindividual campus. Thecomplete text of the official attendance policyis available at each campus and on theDistrict’s website. Highlights of theattendance policy are summarized below:

� Reporting: If a student must be absentfor any reason, the parent/guardian isresponsible for communicating the reason inwriting. The note must be delivered to theschool office within two days following theabsence.

� Tardy: Schools will record a tardy andmay have a campus policy that defines atardy and how the school will address atardy.

� Make-up work: Students or theirparent/guardian are responsible forrequesting the opportunity to make upwork missed.

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� Appeals procedure: A student in grades6-11 who has not met the 90 percentattendance requirement due to extenuatingcircumstances, but who has successfullyearned a passing grade may appeal forcredit no earlier than the last six weeks ofeach semester. An exception is that theprincipal may grant an earlier appeal to anystudent due to special circumstances.Seniors may appeal for credit in a course atany time during a grading period. AnAttendance Appeal form can be obtainedfrom the school office. The local campusAttendance Committee will review the appealrequest and determine whether the studentshould be required to make up the classtime and work missed. The localcampus Attendance Committee and oradministrator must give the finalauthorization for course credit.

� Attendance Expectations: Attendance inall classes is essential for maximumeducational opportunities. The presentationof information and activities occur wellbeyond textbook assignments. If a student islate to a class more than 50% of the classperiod, the studentwill be counted absent for that class period.

Warning Notices/Parent NotificationRegarding Unexcused AbsencesTexas Education Code 25.095 requiresschool districts to notify a student’s parent orlegal guardian in writing at the beginning ofthe school year regarding unexcusedabsences. In accordance with thisrequirement this officially notifies the parentor the legal guardian that:

1. Student’s parent is subject toprosecution under Section25.093; and

2. Student is subject to prosecutionunder Section 25.094or referral to a Juvenile Court.

If your student is absent from school threedays or parts of days in a four week periodwithout parental consent or is absent withoutan excuse for 10 or more days or parts ofdays in a six month period the District willsend a notice home to inform the parent that:

1. It is the parent’s duty to monitorthe student’s school attendanceand require the student to attendschool; and

2. The parent is subject toprosecution under Section 25.093for failure to require the child toattend school as required by law;and

3. The parent should request aconference with the schoolofficials to discuss the absences.

Notices to Parents Due to ExcessiveAbsencesCampus staff will make a reasonable effort tocontact a parent about student absences.Report cards will list the number of absencesper course. A warning letter to parentsregarding student attendance will state TheTexas Compulsory School attendancerequirement and emphasize the need forimproved attendance prior to legal recoursefor poor attendance. Warning letters aremailed from the District, not the schoolcampus.

Denied Credit Due to ExcessiveAbsences: Secondary StudentsLoss of credit is tabulated on an individualcourse basis. A student may not receivecredit for a course unless he/she has been inattendance for at least 90% of the days thecourse is offered during the semester or issuccessful in appealing the loss of credit asprovided in District policy.

Restoring Denied Credit Due toExcessive AbsencesStudents must appeal to the AttendanceAppeal Committee to restore credit throughoptions provided by District policy andassigned by the campus administrator and/orattendance committee.

Attendance Requirement/DriversLicenseThe Texas Transportation Code (TRC)requires students who have not obtained ahigh school diploma or its equivalent to beenrolled in a public school, home school, orprivate school, or GED program and meetspecific enrollment conditions to obtain orrenew a license. This requirement applies topersons under 18 years of age. TexasEducation Code 25.092 (excerpted).Minimum Attendance for Class Credit, statesthat a student may not be given credit for aclass unless the student is in attendance forat least 90% of the days the class is offered.The 90% attendance rule applies whendetermining Verification of Enrollment (VOE)eligibility.

Achieving Success

Student grades will be based on a numericalscale of 0-100. A grade of 70 or above isconsidered passing. In instances where astudent takes a course on a pass/fail basis, aminimum grade of 70 is required for apassing grade, which is denoted with a ‘P’.See Pass/Fail Courses on page 12 forcomplete details.

Grading SystemGrading and reporting student progress isintended to help increase studentachievement. An effective grading systemallows educators to clearly communicatestudent progress toward pre-definedcurriculum standards in a way that isequitable, accurate, and useful. The full textof the AISD grading policy is available oneach campus and on the District’s website.Policy and District expectations aresummarized below.

� As the instructional leader of the school,the principal has the ultimate responsibilityto enforce fair and consistent gradingprocedures that are consistent with Districtpolicies and developed by the secondarycampus department in each school.

� Teachers will accept and award at leastpartial credit for late work turned in withinthree consecutive school days of the duedate. Because of differences in short-termassignments, teachers have the option ofgiving students an alternative assignmentthat will be due within the same time frameas the original assignment. Students will bemade aware of the deadline established bythe teacher.

A student who earns a failing grade on anassignment or examination will be given anopportunity within five school days to redothe assignment or retake the examination inorder to earn up to the grade associated withminimally passing. A student is entitled toonly one opportunity to redo an assignmentor retake an examination for which a failinggrade has been earned.

� Teachers will use professional discretionin awarding credit for assignments misseddue to extended absences and/orextenuating circumstances. Teachers mayprovide reassessment options.

� The parents and the school shareresponsibility for helping students succeed.Each school will provide alternativeprograms for students having difficulties,including individualized instruction, tutorial

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support, and mentoring. If the student isfalling behind in coursework, parents shouldvisit with teachers and school counselors toexplore options.Note: The contents of the Secondary SchoolInformation Guide are relevant to AISD Policy(Legal and Local), Regulation and Practice asof January 2011. For current informationregarding district policy please refer to theAustin Independent School District websiteat www.austinisd.org or visit with yourschool counselor.

Report Cards and Progress ReportsThe District will mail all secondary reportcards and progress reports to parents. Reportcards are sent at the end of each gradingperiod. Progress reports are provided forstudents and parents at the mid-point of thegrading period when a student’s gradeaverage is failing (below 70) or borderline(70-73) in any course. Not receiving anunsatisfactory report does not guarantee apassing grade because a teacher cannotalways foresee problems that might occur atthe end of the reporting period.

Report cards provide clear and conciseinformation about a student’s academicperformance and promote communicationamong teachers, students, and parents aboutthe student’s personal development, conductand work habits. The report card alsoprovides information for employers, collegesand other post-secondary institutions.Numerical scores for each secondary courseare based on performance on examinations,essays, papers, presentations, performances,projects, or other measures appropriate to thesubject matter. Scores may also be given forclass work, homework, and classparticipation. Grades reflect academicachievement only and are not based ondiscipline, attendance, number of times tardy,or participation in extracurricular activities orother non-academic criteria.

� The middle school report card reports anumerical average each six weeks for eachcourse. At the end of the year, the six-weeks’grades are averaged to give the student acourse average. Semester exams for highschool credit courses taken in middle schoolare factored in as one-quarter of thesemester average for the course. The reportcard also includes the number of absences astudent has accumulated. Absences aresemester based for semester courses;absences are year based for yearlongcourses.

� The high school report card includes thenumerical average for the grading period,

each six-weeks, plus the number ofabsences a student has accumulated.Absences are semester based. The finalreport card includes a summary of each ofthe six-week periods and semester grades,as well as, total absences. In a semestercourse the three six weeks grades andthe final examination grade are averaged togive a final numerical average for eachsemester course. In a yearlong course thetwo semester grades are averaged to give afinal numerical average for each course.

� The report card reflects progress for apoint in time. The cumulative grade pointaverage is reflective of all completed highschool credit courses, including gradesearned in high school courses prior to grade9, through the given reporting period.

� Six weeks grades for courses in progressare NOT included in the cumulative gradepoint average. The high school report cardreflects the cumulative grade point average.

AISD Grading ScaleAISD’s grading scale is a three tier systemreferred to as an Integrated Grading Scale(IGS). The IGS scale was phased-inbeginning with the incoming 9th grade classof 2007-2008, with full implementation inschool year 2010-2011. Effective school year2010-2011, all grade point averages forstudents in grades 9-12 will be factored usingthe Integrated Grading Scale. See AppendixA.

Course CreditCourse credit will be awarded for all highschool courses when a student earns anumerical grade of 70 or higher. In a yearlongor two-semester course, the two semestergrades will be averaged to determine a finalyearlong numerical average for the course forthe purpose of awarding credit, regardless ofwhen the grade for each part of the coursewas awarded. This includes grades awardedin current and prior school years (EIARegulation).

Advanced Academic Weighted GradesStudents are encouraged to take morechallenging Advanced Academic courses,such as Pre-AP, Advanced Placement (AP),International Baccalaureate (IB), magnet andcollege credit courses, which contain“weighted” grade points. For a list ofadvanced academic weighted courses seeAppendix D of this publication.

Weighted courses require additional time,student initiative, and high academic skills. Astudent who fails one of these courses will be

placed on academic probation for the followingsix weeks. If the student fails again while onacademic probation, he or she will be subject toremoval from the course. The parent andprincipal make the final removal decision.

Honor Roll StatusThe honor roll system recognizes andrewards notable academic achievement insecondary schools. Honor roll recognition isbased on scholarship achievement only. Ithas no relationship to National Honor Societyrequirements, which include factors inaddition to scholarship. Placement ofsecondary students on honor rolls will bedetermined on the basis of their grade pointaverage (GPA) for the respective gradingperiod. To be eligible for honor roll, asecondary student must have received anaverageable grade from each of at least threecourses. There are three levels of honor rollfor middle and high school students.

Middle School GPA:First Honor Roll 3.875 and aboveSecond Honor Roll 3.3333 to 3.8749Third Honor Roll 2.833 to 3.3332

High School GPA:First Honor Roll 3.5000 and aboveSecond Honor Roll 2.9000 to 3.4999Third Honor Roll 2.4000 to 2.8999

If a student makes an F (failure), or I(incomplete), or NG (no grade) during thesix-weeks, the student is ineligible for thehonor roll that six-weeks.

Pass/Fail CoursesA student may choose to take a course on apass/fail (P/F) basis, if the course is beyondstate and District graduation requirements inthat subject area and is not to be used tosatisfy the elective credit requirement for thegraduation plan that the student hasdeclared. Please note the following:� Advancement Via IndividualDetermination (AVID) courses may not betaken on a pass/fail basis.� A student must request pass/fail status ina course no later than the last instructionalday of the first six weeks of the semester.Pass/fail status must be submitted eachsemester. Once a student enrolls in a courseon a pass/fail basis, the request to take thecourse on a pass/fail basis may not berescinded.� Written approval of the principal ordesignee, the teacher, and the parent mustbe acquired prior to placement in a courseon a pass/fail basis.� The pass/fail option is available to highschool students only.

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� The grades in a course taken on apass/fail basis will be recorded numericallyfor each six weeks grading period and forthe final exam, but the final course gradewill be recorded as a “P” or an “F”.� Transfer grades of “P” or “F”: Creditstransferred from other school districts withan assigned grade of “P” or “F” shall remaina “P” or “F”. The grade will not be includedin the computation of the student's gradepoint average (GPA) and will count towardsstate and District graduation creditrequirements, as determined by the sendingdistrict.

Standardized TestingStandardized tests are administeredperiodically to all students to evaluateknowledge gained over a given period of timeand to assess the effectiveness of thecurriculum. The Texas Education Agency hasestablished times at which tests are given andAISD provides guidelines for using theresults.

For all other students, the following state-mandated tests apply:

Grade 6:� STAAR (State of Texas Assessment ofAcademic Readiness), STAAR-M or STAAR-Alt: Math and Reading� TELPAS for LEP students not exited from ESLGrade 7:� STAAR, STAAR-M or STAAR-Alt: Math,Reading and Writing� TELPAS for LEP students not exited from ESLGrade 8:� STAAR, STAAR-M or STAAR-Alt: Math,Reading, Social Studies and Science� TELPAS for LEP students not exited from ESL

Any 6th, 7th, or 8th grade student taking ahigh school-level course for which there is aSTAAR End-of-Course (EOC) assessmentmust also take that specific EOC assessment.

In spring of 2012 students entering 9thgrade for the first time during the 2011-2012 school year will take as many state-mandated End-of-Course assessments ascourses in which they are enrolled. There areSTAAR End-of-Course assessments in thefollowing subjects: English I, English II,English III, Algebra I, Geometry, Algebra II,Biology, Physics, Chemistry, WorldGeography, World History, American History.

Modified EOC assessments will be providedfor special education core courses requiredfor the minimum graduation plan only.

Refer to Appendix I for AISD GraduationPlans and STAAR EOC Requirements.

Grade 10:� TAKS, TAKS-Accommodated, TAKS-M orTAKS-Alt: English Language Arts, Math,Social Studies and Science� TELPAS for LEP students not exited from ESLGrade 11:� Exit Level TAKS, TAKS-Accommodated,TAKS-M or TAKS-Alt: English LanguageArts, Math, Social Studies and Science� TELPAS for LEP students not exited from ESL� Preliminary Scholastic Aptitude Test(PSAT)� ACT or SAT: recommendedGrade 12:� Exit Level TAKS for retested students� TELPAS for LEP students not exited from ESL� ACT or SAT: recommended

College Readiness Standard - Is yourchild ready?What is the College Readiness Standard?Colleges and universities in Texas havedetermined that students are not ready forcollege level classes if they did not pass theTAKS test with a 2200 on the math andreading sections, with at least a 3 on theessay. If your child did not pass this standardon TAKS, they still have several opportunitiesto prove they are college ready!

A student can meet the college readinessstandard in several ways. The chart belowoutlines the state mandated college readinessscores.� TAKS 2200 or higher/ 3 on Composition� SAT Combined Critical Reading andMath of 1070 or higher with at least 500 onboth� ACT Composite 23 with at least a 19 inEnglish and Math

Scores can be mixed and matched. Anexample would be if a student has a 2220 onthe math TAKS, a 2100 on Reading, a 500 onthe SAT verbal and a 450 on the SAT math,the 2220 on the math TAKS and the 500 onthe SAT verbal would be used to meet thecollege readiness standard.

Austin Community College will beadministering the ASSET or Compass examsat all AISD High Schools for FREE. This isanother test that will determine if your child isCollege Ready for most public universities.

Why should it matter to me?Upon high school graduation, students mustmeet the college readiness standard or they

will be required to pay for developmentalclasses at the college they are attending.These classes are not only frustrating, butcost time and money and will not counttoward your child’s degree. If your childwants to attend Austin Community College,one class costs $162, two classes $324, andthree classes $486; if your child wants toattend a public university, each class couldcost hundreds more.

How can my son/daughter graduateCollege Ready?Austin ISD would like to encourage yourstudent to use the free test preparationavailable from Austin Community Collegehttp://www.austincc.edu/support/assessment/sample_assessment.php so that yourstudent will be college ready. Students whodo not pass the test have thirty days to studybefore they can re-take the test. Remind yourchild to take advantage of this FREE test prepopportunity! Many of our high schools offerfree tutoring programs for test preparationduring the school day or before and afterschool. Students should ask their schoolcounselor for assistance in meeting theCollege Readiness Standard.

Graduation CeremoniesTo participate in graduation ceremonies,students are required to complete allgraduation course requirements and passEnglish/Language Arts, math, science andsocial studies TAKS exit test or other requiredexaminations. For students entering 9thgrade for the first time during the 2011-2012school year, students must meet acceptablestandards as set by the state Commissionerof Education on STAAR End-of-Courseassessments. Contact your school counselorfor specific information.

Middle School Grade PromotionTo be promoted from one grade to the next, amiddle school student must:� Have an overall grade average of 70; and� Attain an average of 70 or above in threeof the following subjects: language arts,mathematics, social studies and science.

Students Success Initiative: Enacted by the76th Texas Legislature (1999), the StudentSuccess Initiative (SSI) mandated thefollowing passing standards: reading andmathematics tests at Grade 5, and readingand mathematics tests at Grade 8. Asspecified by these requirements, a studentmay advance to the next grade level only bypassing these tests or by unanimous decisionof his or her grade placement committee thatthe student is likely to perform at grade level

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after accelerated instruction. The goal of theSSI is to support on grade level academicachievement for every student.

Students in grades 3-8 who fail any state-required assessment may be required tocomplete accelerated instruction in the subjectnot passed as a condition of promotion. If acampus or grade placement committeerequires accelerated instruction, the studentshall not be promoted unless the studentcompletes the required accelerated instruction.

High School Grade Level ClassificationPromotion, grade-level advancement, andcourse credit shall be based on mastery of thecurriculum. Grade-level advancement forstudents in grades 9-12 shall be determinedby course credits and the number of yearscompleted in high school. Credits are earnedby meeting the minimum passing standardaverage of 70 at the end of each course;credits may be awarded through yearlongaveraging as allowed under EIA (Regulation).

Grade Classification9th grade requires promotion and completionof 8th grade and 0-4.5 credits.10th grade requires completion of one year ofhigh school and a minimum of 5.0 credits.11th grade requires completion of two yearsof high school and a minimum of 10.0 credits.12th grade requires completion of three yearsof high school and a minimum of 15.0 credits.

Additionally, the following considerations areadhered to for determination of credit totalsfor promotion and grade-level placement.� Denied credit(s) are not included whenfactoring credit totals;� Credit totals are based on all awardedcredits, including local credits and repeatedcredits.

Early GraduatesA parent is entitled to request, with theexpectation that the request will not beunreasonably denied, that the student bepermitted to graduate from high schoolearlier than the student would normallygraduate, if the student completes all requiredcourses and exit-level assessmentrequirements for graduation. Studentsseeking graduation in fewer than 4 yearsshould see their school counselor or registrarto obtain an early graduation intent form.Early graduation scholarship applicationforms require a social security number. Priorto grade level reclassification to grade 12 thestudent must:� Meet the minimum credit requirementsfor grade level reclassification;

� Show evidence of course completionprobability for their intended graduation plan� Submit a completed early graduationintent form with required signatures.

Three-year graduates who do not completegraduation requirements for theRecommended high school program orDistinguished Achievement high schoolprogram will forfeit Early Graduatescholarship money.

Grade point averages for a student whocompletes the high school programrequirements in fewer than four years shall beranked with the class in which he or sheactually graduates.

Classification of Students Enteringfrom Outside of the District (GradeLevel Placement)Students entering the District from anaccredited public, private, or parochial schoolshall provide evidence of prior schoolingoutside the District and shall be placedinitially at the grade level reached elsewhere.For students in grades 9-12, grade levelinitial placement will be based upon thenumber of current credits earned in thesending district and the student’s originalyear of entry to 9th grade. “Accredited” isdefined as accreditation by the TexasEducation Agency (TEA), an equivalentagency from another state, or an accreditingassociation recognized by the Commissionerof Education [FD (Local and Regulation)].A student entering the District from non-accredited public, private, or parochialschool, including home schools, shall beplaced initially at the discretion of theprincipal, pending assessment appropriate tothe student’s grade level, validation of credits,or results of credit-by-examination tests [FD(Local)]. A high school student entering theDistrict from a nonaccredited school,including homeschool programs, will begiven the opportunity to validate credit earnedin the sending school, at no cost to thestudent or parent through credit byexamination. Student or parent shall requestcredit validation at the time of registration. Ifthe student chooses not to request creditvalidation, the student will enroll in thecourse. Entering students will secureinformation from the school registrar orcounselor regarding validation of creditthrough credit by examination. [EEJA(LOCAL and REGULATION)]

If extenuating circumstances exist and/or thegrade placement seems unsuitable, thefollowing steps will be taken as soon aspossible to determine proper placement:

� Administering the appropriate placementtests in reading and mathematics;� Allowing time for teacher observation anddocumentation;� Collection of samples of the student’sdaily work;� Conducting a conference with teachersand parents.

Transfer of Courses and GradesWhen a student transfers after a semester orfull year is completed, the receiving districtmust honor credits already awarded by thesending Texas public district or charter (19TAC §74.26(a)(1)); including high schoolcourses completed prior to grade 9.. Studentrecords from non-Texas public schools (i.e.,private, out-of-state or out-of-country,) willbe evaluated for transfer of credit, includingcourses completed prior to grade 9. Creditwill be awarded provided the curriculum ofthe course is aligned with Texas EssentialKnowledge & Skills (TEKS).

Foreign transcripts and supplementaldocuments should be translated in Englishand presented to the campus registrar withthe original foreign transcript Upon requestfrom the high school registrar or counselor, acourse syllabus may be required. AISDgraduating scales and GPA standards will beapplied to course credits and gradestransferring from out-of-district institutions.

Validation of course credit from non-accredited institutions, includinghomeschool institutions, is optional, butonce a credit is validated the credit cannot berescinded. The method for validating coursecredit is through credit by examination.

Transfer of Credit from Non-accredited Institutions and HomeSchool ProgramsUpon request, the District shall validate highschool credit for course transfer for studentsentering the District from home schoolprograms or nonaccredited public, private, orparochial schools through credit byexamination for each credit requested, toensure that the courses meet state boardrequirements and standards [FD (Local)].Students may not rescind a request forvalidated credits once the exam has beencompleted. Credits earned through credit byexamination is transcripted (posted on thestudent's record) as regular weighted courseson a 4.0 scale. See appendices A and D foran explanation of grading scales and how itmay affect your grade point average and highschool class rank.

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Transfer of High School Credit fromNewly Accredited InstitutionsThe process for transferring credits when anon-accredited school is grantedaccreditation status by TEA, an equivalentagency from another state, or an accreditingassociation by the Commissioner ofEducation, is outlined here:� Secondary students wishing to transfercredits into AISD from out of districtschools, whose enrollment date into anAISD school is PRIOR to the schoolreceiving accreditation status, must validatecredits as outlined in Policy [FD (LOCAL), FD(REGULATION), and EEJA (REGULATION)].� Secondary students whose enrollmentdate into an AISD school is AFTER the datea school receives accreditation status froman accrediting institution (or within the AISDschool year the newly accredited schoolreceives accreditation status), are NOTrequired to validate credits completed priorto the school receiving accredited status.

Letter GradesWhen students transfer to AISD from a schoolthat gives letter grades, a uniform gradingsystem for translating letter grades is used inall secondary schools. This system alsoapplies to credits completed through theEarly College Start Programs (Dual Credit).

The alpha to numeric chart is:

A Excellent A+ 99A 96A- 92

B Good B+ 89B 86B- 82

C Fair C+ 79C 76C- 72

D 70F Failing (below 70) 60

Exception: Upon receipt of an alpha-to-numeric conversion scale from the sendingdistrict, the sending district’s grading scale isused in lieu of AISD’s conversion chart.See Appendix A for AISD grading scales.

Alternative PromotionA student who has not met the requirementsfor promotion may be placed in an alternativeprogram at the next grade level if the studentis achieving to his or her maximum ability.Prior to placement, the student’s needs willbe assessed and the appropriate alternativeprogram for the student will be determined.Parents will be notified that the student wasnot promoted but placed in an alternativeprogram at the next grade level.

Alternative programs may include but are notlimited to:� Tutorial support� Mentoring� Extended school day� Extended school year� Summer or intercession programs� Specialized academic interventions

Provisions for students to exit alternativeprograms are included when appropriate.Except in extreme cases or in compliance withstate law, no student shall be retained morethan one time in grades five through eight.

Making Changes

Course Change ProceduresFrom time to time it is necessary for studentsto change courses during the semester. If astudent needs to change a course or transferfrom one course to another, the studentshould discuss the need with the schoolcounselor. The following procedures shouldbe followed:� For a semester or yearlong course, astudent may not withdraw after the fourth weekof the course. However, to meet individualstudent needs, the principal may use his orher discretion to approve a course change.� A student who withdraws from a coursebefore the deadlines stated above will have thegrade from the dropped course applied to thegrade average for the new course. It is highlyrecommended that a student transfer from onecourse to another in the same discipline.� For UIL eligibility, a student canwithdraw with no penalty regardless of thegrade in a course at the end of the fourthweek of the first six weeks and remaineligible. A student who withdraws with apassing grade at any time and maintains theminimum number of required courseenrollments remains eligible.� A student who requests and receives acourse change assumes responsibility for thecontent of the entire course on the finalexam. The receiving teacher will outline theknowledge and skills essential for success inthe course and suggest ways to learn them.

Course CorrectionsIn the spring and/or during the summer,students will receive a list of the courses thatthey requested for the new school year.Students and parents have the opportunity torequest course changes until August 1. AfterAugust 1, course corrections will only bemade for errors in the student’s schedule.

Transfers to Other SchoolsAISD expects students, based on theirresidence address, to attend their assignedschools. However, under certaincircumstances, a student may need or wish totransfer to another campus. To obtain atransfer, the parent must secure a transferform from the student’s school office,complete it, and submit it to the Office ofStudent Services. Once transferred, a studentmay not return to his or her original schoolduring the school year unless both principalsagree. See Policy FDB. Transfer students andtheir parents assume responsibility forsatisfactory attendance, discipline,achievement, transportation, and cooperationwith the school staff while at the transferschool. If these responsibilities are not met, atransfer may be revoked. If a transfer isrevoked, the student may not subsequentlyrequest a transfer back to the same school.

NCLB Options and Diversity Choice toOther SchoolsIf a student chooses to attend another schoolthrough NCLB or Diversity Choice, thatschool becomes the student’s home schoolthrough the highest grade in the school.(Note: Once an elementary or middle schoolstudent completes the highest grade in thechoice school, he/she is to attend the nextlevel school as assigned by his/herresidential address.)

Advanced AcademicCourses and Programs

Pre-Advanced Placement Courses(Pre-AP)Academic courses that lead to AdvancedPlacement courses are referred to as Pre-Advanced Placement (Pre-AP) courses. Pre-AP courses can be taken in grades 6-11.Emphasis is given to the skills and strategiesstudents need to succeed in AP courses ingrades 11 and 12 and in post-secondaryeducation. Pre-AP courses emphasize criticalthinking, additional reading, research, writing,and as appropriate, advanced performanceexpectations. For a list of Pre-AP courses seeAppendix D. High school Pre- AP coursestaken receive weighted grade points.

Advanced Placement (AP) CoursesAdvanced Placement (AP) courses are offeredat each high school. AP courses provide acollege-level curriculum. All AP coursescarry weighted grade points. Students in APclasses spend more time outside of classreading, writing, and problem solving. Aftercompleting an AP course, students may pay afee to the College Board and take the

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Advanced Placement Exams held each year inMay. Results of the exams are sent tocolleges and universities that the studentdesignates. Based on the scores and theuniversity course recognition procedures,students may earn college credit.

What benefit do students receive fromenrolling in AP classes?Students who take AP courses will challengethemselves, sharpen their Academic skills,and learn to think independently. Studieshave shown that students who take APcourses are:� Better prepared academically for collegeadmission on all measures of ability andachievement;� Able to perform significantly better overfour years in college; and� More likely to be leaders and havesignificant accomplishments.

Weighted Grade Points for AdvancedAcademic CoursesAll high school advanced academic coursescarry weighted grade points, including Pre-AP, Advanced Placement (AP), InternationalBaccalaureate (IB) courses, which followoutlines and expectations set forth by therespective academic organization. Magnet,dual credit and some college articulatedcourses also receive weighted grade points. Alist of Advanced Academic courses is shownin Appendix D of this guide. See alsoAppendix A for grading scales and gradepoint conversion of weighted grades. A list ofcollege articulated courses is shown inAppendix E.

ACC–AISD ConnectionSeniors in high school are encouraged to getinvolved with the ACC–AISD Connection.Getting involved in the ACC–AISDConnection is an opportunity for a senior togo through the college admission processwith Austin Community College, whileenrolled as an AISD student. This four-stepprogram involves the college applicationprocess, orientation and optional tour of thecampuses, placement testing, and academicand financial aid advising by a collegecounselor. Once a senior completes thisACC–AISD Connection, he/she is acceptedinto ACC and does not have to reapply, evenif he/she does not attend in the summer or fallsemester.

There are many advantages of a senior takingpart in this program.� Students who attend a four-year collegecan take summer courses at ACC to getahead on credits at their respectiveuniversity.

� Students have support and guidancefrom their counselor and ADVANCE Advisornavigating through the complex collegeadmission process.� Students who complete the ACC–AISDConnection Program will receive both theirdiploma and an ACC Letter of Acceptance atgraduation.� Due to less expensive tuition, fees andother college costs, students will find thatenrolling in and completing courses at ACCwill save money when transferring thosecourses to a four-year university.� ACC–AISD Connection begins in the fallsemester of the senior year. Parents have theoption to waive their students fromparticipating in this program.

ACC core curriculum classes transfercompletely to Texas public colleges, butcertain courses may not transfer from onecollege to another. Students should checkwith the admissions office at his/her collegeto inquire about what courses will or will nottransfer from ACC.

Note: If a student is in the Early College StartProgram and already takes courses at ACC,he/she may be allowed to skip certain parts ofthe process and still be a part of theACC–AISD Connection.

Early College StartJuniors and Seniors may enroll in collegeconcurrently with high school to extendlearning or accumulate college hours.Courses may be taken as dual credit whichcounts toward high school graduationrequirements, or as concurrent enrollmentwhich does not count toward high schoolgraduation requirements. Dual credit maymeet criteria for the DistinguishedAchievement Program. Courses approved forDual Credit are found listed in Appendix B ofthe guide.

The Early College Start Programrequirements are:� Student has completed their sophomoreyear of high school;� Limited to a maximum of two (2)college-level courses per semester (fall,spring, summer);� Meet with an AISD counselor and anACC advisor prior to enrolling in classes;� Complete the Early College Start formand obtain the necessary approvals.� Meet all ACC admissions requirementsprior to enrolling in classes� Be recommended by the high schoolprincipal or designee and have parentalpermission.� Students are required to purchase course

textbooks and a parking permit, ifapplicable; however they are not required topay tuition for dual credit courses.

Career and Technical CollegeArticulated CoursesCertain content-enhanced career andtechnical high school courses have beenfound to be substantially equal to certainintroductory-level college courses. A studentcompleting these courses must achieve agrade of “B” or above to receive articulatedcredit. Completion of the high school courseor courses required to equal a college coursewith a “B” or above also counts as aDistinguished Achievement Program (DAP)measure. All courses eligible for collegecredit are identified on the high schooltranscript with the special explanation coursecode “A”. This code helps participatingcolleges identify courses taught for award ofarticulated college credit. Completion ofthese college-level courses provides a way tostart a college technical major in high schooland continue in a community or technicalcollege. The result is a certificate or associatedegree in a career field. A list of articulatedcourses with Austin Community College,Texas State University, and the University ofColorado at Colorado Springs is shown inAppendix E.

International Baccalaureate ProgramThe International Baccalaureate (IB) programoffered only at L.C. Anderson High Schooland open to all District students, is aninternationally recognized curriculum thatoffers eleventh and twelfth grade students anopportunity to earn an IB Diploma, which isrecognized by universities worldwide. To earnthe IB Diploma, students complete coursesand test in six IB subjects (one of which is asecond conversational language – Spanish,French, or German). Students write anextended essay based on independentresearch guided by a faculty mentor,complete 150 hours of creative, action andservice activities (CAS), and participate in acritical thinking course called Theory ofKnowledge. This advanced comprehensiveprogram of study offers an integratedapproach to learning across the disciplineswith an emphasis on meeting the challengesof living and working in a global,technological society. Students who take IBcourses without completing the entireprogram may earn IB certificates by testing inselected IB courses.

The IB Middle Years Programme, offered atMartin and Murchison Middle Schools,provides a framework of academic challengethat encourages students to embrace and

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understand the connections between traditionalsubjects and the real world, and become criticaland reflective thinkers. The programmeconsists of eight subject groups integratedthrough five areas of interaction that provide aframework for learning within and across thesubjects. Students are required to study theirnative language, a second language,humanities, sciences, mathematics, arts,physical education and technology.

Magnet ProgramsAISD has several advanced academic magnetprograms available to students at thesecondary level. The magnet program atKealing Middle School offers courses inmath, science, technology, and the liberalarts. The program at Fulmore Middle Schooloffers special emphasis on humanities,international studies, and law. At the highschool level, the Liberal Arts and ScienceAcademy high school offers students achoice of enriched academic programs.Admission to magnet programs is selectiveand by application. Each program has its ownapplication form and deadlines. Somecommon considerations in admissioninclude:(1) previous report card grades;(2) test results;(3) an essay or letter; and(4) teacher recommendations.Contact the specific program for completeinformation and an application. Students whoare successful in magnet programs arecommitted to:� A fast paced and challenging academicprogram;� An intensive, high energy day;� Budgeting time and activities; and� Working cooperatively with peers.

The magnet programs offer studentsadvanced academic studies in anenvironment built on collegial relationships,individual growth, and intellectual rigor.Emphasis is placed on independent research,group collaboration, presentation of newlearning, and the development of originaldesigns and solutions. Computers are usedas tools to access, process, and generateideas, and students have the opportunity tocollaborate with engineers, authors, doctors,and other professionals. Internships, field-based experiences, and laboratory studies arealso integral components of the magnetexperience. Students receive transportationfrom the school nearest their home to themagnet program in which they are enrolled.All magnet students can participate in UILsponsored activities, including athletics,clubs, band, orchestra, and other extra-

curricular activities. For further informationcontact the appropriate Magnet ProgramAdministrator.

Special Schools andPrograms

Gifted and Talented (G/T) ProgramThe Gifted and Talented Program identifiesstudents for services in the four core areas—English/language arts, mathematics, scienceand social studies. To qualify for thisprogram, students meet special criteriathrough an identification process. G/Tstudents receive differentiated instruction inthe core courses in which they enroll. Thosecourses may be Pre-AP, AdvancedPlacement, International Baccalaureate,magnet courses, or in gifted classes.Students in the G/T program explore furtherand study more intensively the content oftheir academic subjects, use greater initiativein learning, and surpass the regularcurriculum through independent study,research projects and extensive reading.

Gonzalo Garza Independence High SchoolGonzalo Garza Independence High School isan open enrollment/choice school designed tomeet the needs of students who:� Have experienced unusual lifecircumstances that have created barriers tograduation;� Have dropped out or are likely to dropout of regular high school programs;� Wish to pursue a high school educationas part of a comprehensive program thatprovides integrated health and socialservices and prepares students for post-secondary options; and� Will profit from and thrive in a non-traditional approach to learning characterizedby integrated, interdisciplinary curriculum thatis problem and project based and enhancedby access to technology.

Students may enroll in Garza High School atany time during the school year, providedthere is space available. The school day isdivided into four instructional blocksbeginning at 9:00 am and ending at 3:00 pm.Students may choose appropriate coursesbased on their individual needs. Studentsmust adhere to the school’s “Code of Honor”and meet local and state requirements forgraduation. Third year students who haveearned ten credits or more are preferred foradmission. For further information, contactGonzalo Garza Independence High School at414-8614.

DELTA Program (Diversified EducationThrough Leadership, Technology,Academics)The DELTA Program is an academic programavailable to students enrolled in each AustinISD comprehensive high school, the AlternativeLearning Center, Gardner Betts LeadershipProgram and Half-way House, Phoenix House,JJAEP, Travis County Detention Center, andGarza Independence High School. The goal ofthe DELTA Program is to provide anindividualized, self-paced instructional programfor recovered and potential dropouts that willhelp students earn academic credits andgraduate from high school.

Students apply for admission to DELTA, andupon acceptance, they develop an academicplan. DELTA students typically spend 2 hoursdaily in the DELTA lab where they work tocomplete self-paced learning modules. Themodules include textbook assignments andlessons on NovaNET, a computer-assistedinstruction (CAI) program. There is no creditminimum and no expectation that studentshave mastered TAKS before enrolling inDELTA.

DELTA is an open-entry/open-exit program.Contact your high school counselor foradditional information.

Virtual Education ProgramsThe Virtual School Program (VSP) is anon-traditional, home-based academicprogram that is available to high schoolseniors. The goal of the program is to provideacademic opportunities for students who areunable to participate in a traditional classroomsetting most often because they are parentsand/or must work full-time for economicreasons. Virtual School students earnacademic course credits to graduate from highschool. VSP utilizes the same NovaNet on-linecurriculum as the DELTA Program.

Virtual Education for Teen Parents(VETP) is a non-traditional, home-basedprogram for pregnant and parenting teensgrades 9-11. The program allows teens theoption to earn academic credits whilesecuring appropriate child-care services.VETP utilizes the same NovaNet on-linecurriculum as the DELTA and VSP Programs.

Students apply for admission to VSP and VETP,and upon acceptance, an academic plan isdeveloped. VSP and VETP students spend 2-4hours daily completing self-paced lessons athome on an Internet-ready laptop assigned tothem. Specially trained VSP and VETPteachers meet with students twice per week fora total of 5 hours. Like DELTA, these programs

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are open- entry/open- exit programs. Contactyour high school counselor or registrar foradditional information.

Texas Virtual School Network (TxVSN)Texas Virtual School Network (TxVSN) is anon-traditional, online program which wascreated by the 80th Texas Legislaturethrough the passage of Senate Bill 1788 andcodified in Chapter 30A. of the TexasEducation Code (TEC).This authorizationallows the Texas Education Agency toestablish and administer a state virtualschool network to provide education tostudents through electronic means.

TxVSN provides students in grades 9-12 with avariety of courses that supplement theinstructional programs of public schooldistricts. A TxVSN course will provide a qualityonline instruction opportunity for AISDstudents. The courses are facilitated by onlineTexas certified teachers for the course subjectarea and grade level. Only full-time studentsmay enroll through TxVSN for a maximum oftwo regular, dual, or acceleration courses persemester. The courses taken though TxVSN arefree if it is a part of the student’s graduationplan. For additional information, visit thewebsite at www.txvsn.org, call the VirtualSchool office at 414-0148, or contact yourschool’s counselor.

GO ProjectThe AISD GO Project is a community-basedprogram aimed at students ages 19-21 whohave significant disabilities. The GO projectenables students to move beyond a highschool setting and finish their educationalprogram in a college or work environment.(Students must have completed all creditrequirements for graduation before beingaccepted into the GO Project as well ascompleting the application process.) Theprogram promotes developing skills for adultliving as well as creating relationshipsbetween same age peers. The GO Projectcoordinator should be contacted at Rosedale(414-3617) for information about the GOProject and the application process.

Rosedale SchoolRosedale School is a separate campus forstudents who have multiple disabilitiescombined with medical issues that are severeor unstable in nature. Rosedale also providesa transition for severely disabled studentswho have never attended school or arecoming from a more restrictive placement.For more information, contact RosedaleSchool, 414-3617.

Clifton Career Development School (CDS)Clifton CDS is a vocational training center forstudents with disabilities. Clifton CDS providesCareer and Technical Education courses fromthe following clusters: Agriculture (HorticultureMajor), Agriculture (Mechanical andMaintenance Major), Business Technology,Culinary Arts and Hospitality.

Students interested in attending Clifton CDSmust complete an application packet andparticipate in an interview process. For moreinformation, contact Clifton CDS, 414-3614.

Work/Study ClassesHigh School academic courses are combinedwith vocational training and job experiencesthat develop employment potential. TheVocational Adjustment Coordinator (VAC)teaches and oversees the two-phaseWork/Study class.1. Occupational Prep Class, where studentslearn skills and attitudes required to obtainand keep a job2. Vocational Experience Class: studentscontinue required high school courseworkand utilize skills introduced during theclassroom phase while employed in thecommunity.

Supported EmploymentSupported Employment assists students withdevelopmental disabilities in securing paidemployment. Supported Employmentprovides assessments, job training and onsite job coaching as needed for the employeeand employer.The goals for Supported Employment are:1. Students in their last year of school willhave paid employment2. Students will continue the jobs aftergraduation with supports from adult serviceagencies, or natural supports on the job

Services for Studentswith Special Needs

English as a Second Language (ESL)The Middle School Language Arts curriculumprovides English as a Second Language (ESL)for English language learners (ELLs) so thatstudents develop their abilities to listen, speak,read, and write in English. ESL Reading isrecommended for ELLs who need additionalsupport in reading on grade level in English.Both classes are designed to develop theEnglish language proficiency needed tosucceed in all-English classes includinglanguage arts, math, science, and socialstudies.

The High School language arts curriculumprovides English I and II for Speakers of OtherLanguages (ESOL I and ESOL II) to recentimmigrant students. Reading in English isrecommended to English Language Learnerswho may not be reading on grade level tofurther develop comprehensive English skills.The English as a Second Language (ESL)teacher provides English instruction to meet theneeds of students at the beginning,intermediate and advanced levels ofproficiency. For recent Spanish-speakingimmigrant students, Spanish for SpanishSpeakers is recommended to strengthen thestudents’ primary language and reinforce theTexas Essential Knowledge and Skills requiredto meet the standards on TAKS. This isparticularly important for students with lowliteracy skills because of interrupted or noschooling prior to enrolling in the schooldistrict.

The state graduation plan requires speakers ofother languages to take English I for Speakersof Other Languages, English II for Speakers ofOther Languages, English III and English IV. ASheltered English course is recommended forELLs who, after being in the United States fortwo or three years, are transitioning into regularEnglish courses but have not learned enoughEnglish to perform at the same levels as theirnative English speaking peers.

For recent immigrant students who have beenin a United States school for fewer than threeyears, sheltered courses in Algebra, WorldGeography, and Biology are recommended.When possible, bilingual teachers providenative language support in the content areas,especially at the beginning of the course.

Participation of LEP/ELL Students in TAKSor STAAR/EOCELL students are required to participate in theTAKS state assessments. Because of thediffering federal and state exemptionprovisions, the State of Texas hasimplemented a linguistically accommodatedtesting (LAT) process in mathematics,science, and reading/language arts TAKS forstudents in AYP grades who meet limitedEnglish proficiency (LEP) exemption criteriaunder Texas law.

Students are eligible for LAT administrations ofTAKS or STAAR/EOC, if they� are in grades 3-8 or 10 for LATmathematics administrations� are in grades 5, 8, or 10 for LATscience administrations� are in grades 3-8, or 10, for LATreading/ELA, and are in their second orthird year of enrollment in U.S. schools

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The state’s online English proficiencyassessment in reading, TELPAS, is used duringthe student’s first year in the U.S., for studentsdetermined exempt from reading/language artsTAKS/STAAR by the LPAC (LanguageProficiency Assessment Committee).

Participation of LEP/ELL Students inTELPASNCLB requires that all eligible LEP studentsin grades K-12 be assessed annually on theprogress they make in learning the Englishlanguage. The Texas English LanguageProficiency Assessment System (TELPAS)was developed to fulfill this requirement andconsists of multiple-choice reading tests,holistically rated assessments based onclassroom work and teacher observation.Secondary students are assessed withTELPAS holistically rated assessments in thefollowing language domains: listening,speaking, and writing.

In addition, students are assessed in thelanguage domain of reading through theTELPAS. Together, the reading tests andholistically rated assessments provideperformance data used to fulfill state andfederal reporting requirements.

TELPAS is an appropriate assessment tool forstudents receiving TEKS instruction on atleast a kindergarten level. In rare cases, theARD committee and LPAC may determinethat a student should not be assessed in oneor more domains due to a disability.

English Language Learners Served bySpecial EducationELLs who receive special education serviceshave special education needs related to adisability as well as needs related to secondlanguage learning. It is important for ARDcommittees and LPACs to work together toensure that instruction is tailored to meeteach student’s linguistic and specialeducation needs. ARD committees andLPACs should keep in mind that LEP-exemptstudents receiving special education serviceswho participate in LAT administrations mayalso be eligible for other accommodations inaddition to the linguistic accommodationsthat are determined to be appropriate.

Students with Disabilities–Section 504The Rehabilitation Act of 1973, commonlyreferred to as “Section 504,” is a non-discrimination statute enacted by the UnitedStates Congress. The purpose of the Act is toprohibit discrimination and to ensure thatstudents with disabilities have educational

opportunities and benefits equal to thoseprovided to other students.

An eligible student under Section 504 is astudent who has a physical or mentalimpairment that substantially limits them in amajor life activity such as learning, self-care,walking, seeing, hearing, speaking, breathing,working and performing manual tasks. See theschool counselor for more information aboutservices for qualifying students.

Students with Dyslexia and RelatedDisordersStudents with dyslexia have difficulty withreading, writing and/or spelling. Eachcampus has a teacher who is trained toevaluate, instruct, and monitor qualifiedstudents. Schools serve students withdyslexia or related disorders in a variety ofways determined by a 504 committee.Services may include specialized instruction,classroom accommodations, and assistivetechnology. See the school counselor formore information.

Special EducationSpecial education and related services arespecifically designed instructional servicesdeveloped to support students withdisabilities within the general curriculum.The intent of the support services is to enableall students with disabilities to make progressin the general curriculum, to participate inextracurricular and nonacademic activities,and to be educated and participate with non-disabled peers in the public school system.

AISD is committed to meeting the needs ofstudents who have cognitive, physical,emotional or learning differences. Eachcampus has a Local Support Team andIMPACT team that meet to discuss andrecommend intervention strategies throughgeneral education programming. Students whoare referred for special education support andservices must participate in an evaluationprocess with formal notice and consent ofparents. If evaluation information showseligibility for special education support andservices, an Admission, Review and Dismissal(ARD) Committee develops an appropriateeducational program for each student.

An ARD Committee includes:

� The student and his/her parent;� District representative;� Evaluation representative;� At least one of the student’s generaleducation teachers;� A special education teacher (The child’s

disability may require a teacher certified in aspecific area, such as Visual or Auditoryimpairment);� Related services provider, if required;� Language Proficiency AssessmentCommittee representative, if required;� Career and Technical EducationRepresentative, if CTE is being consideredfor the student.

The program developed by the ARDCommittee is referred to as an IndividualizedEducation Program (IEP). The IEP isimplemented in the least restrictiveenvironment appropriate for the student.

The student and parents have legal rightsunder the Individuals with DisabilitiesEducation Act (IDEA) that are outlined in theProcedural Safeguards. Parents also receiveinformation from Texas Education Agency inthe booklet, “A Guide to the Admission,Review and Dismissal Process.” Informationabout these rights are provided and explainedto parents and/or adult students at least onetime per year, and :� when a student is initially referred forevaluation� when requested by parent� at the initial filing of a due processhearing

AISD policies are updated regularly.Please check the AISD website foronline policy and up-to-date policyinformation—www.austinisd.org

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