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 November 2008. 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 guardianhas 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 Secondary School

Success in middle and high school requires planning and lots ofhard work. This section of the Secondary School InformationGuide is intended to answer many of the questions students andtheir parents have about planning for graduation and the rules andprocedures schools in AISD follow.

Use this guide to help select middle and high school courses.Many courses are required and there are also many enjoyable andenriching electives. Choose your courses carefully, plan to workhard, and get involved in extracurricular activities.

Academic and Career Planning in AISDAcademic and career planning is an ongoing process for studentsin AISD. Counselors present guidance and career-planningactivities to students in grades 5-11. Each student develops anIndividual Academic and Career Plan (IACP) annually.

The IACP is a planning process created by the student, inconjunction with the counselor and parent(s) to note current careerinterests, postsecondary goals, and courses they plan to take tomeet graduation requirements.

In 5th grade students utilize the Movin’ on to Your Future IACPbooklet and the Career Walk Game to make the connection withpersonal interests and careers.

In 6th grade students will use, Connecting to Your Future, to makethe transition between skills obtained in school and skills neededto be successful in a career.

In 7th grade students will use Forming Your Future to make the linkof career interests and personal values. Students also explore thetransition to high school by looking at typical high school courses.

In 8th grade students utilize a web-based career interest programcalled COIN Career Community. Students complete career interestassessments, learn about careers, post-secondary education, andbegin to plan their high school courses.

In grades 9-12 students utilize the web-based program, COINand/or MyRoad.

� 9th grade students will complete a career cluster survey,skills assessment and self-assessment which will plottheir interests.

� 10th grade students will research careers based on theresults of their interest inventory.

� 11th grade students will research colleges anduniversities based on their interest inventory results, andcareer search results.

� 12th grade students will research majors of study at theirfavorite colleges, which is based on their work from thepreceding grades. Students in 12th grade will alsocomplete a resume for use either in the workplace or forapplication to a place of higher education.

� 9th -11th grade students will also complete and/orupdate their four-year academic plan.

Parents Can HelpParents play an influential role in helping their son or daughterplan, prepare and develop an IACP. Parents should:

� Review this guide and materials they receive at schooland discuss them with their student.

� Learn graduation plan requirements and be sure that thestudent meets them.

� Encourage students to take foreign language courses andother courses needed for the Texas Education AgencyRecommended or Distinguished Achievement GraduationPrograms as soon as possible.

� Make sure students select courses that help them meettheir educational and career goals.

� Encourage students to take Advanced Placement coursesand dual credit courses to earn college credit while stillin high school.

� Help students to learn about colleges and careers thatinterest them.

� Review the results of your students work on COIN,http://community.coin3.com using the parent option.Contact your student’s counselor for more information onthis program.

Students who are involved in after school (extracurricular)activities are often more successful in school. AISD offers clubs,teams and other opportunities for learning academic and socialskills, making friends and developing leadership skills. Encourageyour student to be involved in at least one extracurricular activity.

General Information for Secondary SchoolStudents and Parents

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High School TranscriptsA transcript, otherwise referred to as an Academic AchievementRecord (AAR), is an official and permanent record of a student'sacademic performance during high school and, in some cases, ofhigh school courses completed in middle school or junior highschool (TEC §28.025(e)). Entries on this state document reflectactual courses taken, grades earned, credit awarded, and codesdenoting special explanations must be consistent with teachers’records and the student’s individual education plan (IEP), whenapplicable. For detailed regulations related to entries on the AARplease refer to the Texas Education Agency’s website:http://www.tea.state.tx.us/taa/stanalign092904a7.doc

Current and former students may request a copy of their highschool transcript by submitting a request to the registrar’s office attheir current high school or their last school of attendance.Requests must be submitted in writing. Approximate cost is $2.00per transcript. Please provide complete mailing information(institution/individual, street address, city, state, and zip code).Please allow 24-48 hours during non-peak registration periods forprocessing request.

Extracurricular Activities and UniversityInterscholastic League (UIL)Activities that support course work include language clubs,journalism, debate, theatre arts, band, orchestra, choir, and careerclubs. Student athletes can further their development byparticipating in University Interscholastic League (UIL) sports. Forhigh school: football, volleyball, cross-country, golf, tennis,swimming, basketball, baseball, softball, wrestling, soccer andtrack and field. For middle school: football, volleyball, basketball,track and field, soccer, and tennis. Sixth grade students cannotparticipate in UIL activities.

High school athletes need to be aware of the National CollegiateAthletic Association (NCAA) academic guidelines andrequirements throughout their high school career (9-12) if theyplan to participate in college sports. Beginning in the junior year,important information needs to be submitted to the NCAAClearinghouse. For more information visit the NCAA website atwww.ncaa.org (Click on Initial-Eligibility Clearinghouse). Orcontact your coach, counselor or registrar for specific information.

Suspension of Eligibility for Extracurricular ActivitiesA student shall be suspended from participation in anyextracurricular activity sponsored or sanctioned by the District orthe UIL after a grade evaluation period in which the studentreceived a grade lower than the equivalent of 70 on a scale of 100in any academic class other than a No Pass, No Play Exemptedclass.The campus principal shall remove suspension of eligibility:

1. If the student's grade in an exempted course is not below 60,

and

2. If the class failed is identified by the State Board of Educationas No Pass, No Play Exempt. [see FM(LEGAL)].

Exception: (Middle School exempted courses will also includehigh school courses taken in the 7th and 8th Grade.)

Refer to AISD policy FM (local) on the AISD website atwww.austinisd.org.

Taking Responsibility

Personal ConductAISD expects students to exhibit a high degree of self-disciplineand contribute to an educational climate that allows each studentto enjoy a healthy, safe, and positive learning experience. Whennecessary, discipline is used to maintain order and promoteappropriate behavior. A copy of the AISD Student Code of Conductis provided to each student, and it is available on the AISD websiteat www.austinisd.org. Each campus may establish additional rulesand regulations under AISD guidelines. Students andparents/guardians will receive these rules.

Non-curriculum Related GroupsStudents may form and have the opportunity to participate innoncurriculum-related groups that are of interest to students.Such groups are not sponsored by the district, but students mayuse school facilities and meet outside instructional time before,after, or during the school day.

Closed CampusAll secondary schools operate as “closed-campuses.” Afterarriving at school, students may not leave campus until completingtheir last class of the day. Seniors are permitted to leave campusfor lunch only. Any student may leave campus for doctor’sappointments or other family obligations. Students must havewritten permission from a parent/guardian and give the writtenpermission to the appropriate school administrator.

Care of Building, Furniture and EquipmentStudents are expected to care for equipment and facilities. If astudent causes any damage to school property, willfully or throughnegligence, the student is responsible for making full payment forreplacement or repair.

Care of TextbooksTextbooks are issued to students for use while they are enrolled inclasses. State law requires that books be covered at all times. If atextbook is lost or damaged, the student must pay for the bookbefore another book can be issued.

Personal Possessions at SchoolTheft and other problems that interfere with an orderly schoolclimate arise when students bring items to school. Each campushas a specific list of articles to avoid bringing to school. Ifstudents bring these items to school, the items may be confiscatedtemporarily by school staff and returned to parents/guardians onrequest.

Smoking and Other Illegal DrugsState law and AISD Board policy prohibit the possession or use oftobacco products and narcotic drugs on school property. Thisincludes cigarettes, chewing tobacco, snuff, alcohol and anynarcotic or illegal drug.

School Bus BehaviorAISD provides transportation to students who need and qualify forthat service. Students and parents/guardians should becomefamiliar with the “Rider’s Rules and Regulations.” The bus driverhas the authority and responsibility to notify school officials of anymisconduct occurring on the bus or at the bus stop. Disorderlyconduct or persistent refusal to obey the driver may result indisciplinary action and denial of transportation privileges.

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Compulsory Attendance LawDaily attendance is necessary for success in school. To receivecredit for a course, a student must be present for a minimum of 90percent of the days a class is offered. Failure to complywith compulsory attendance law is a class C misdemeanor andpunishable by fine. Parents or students who have concerns aboutattendance should contact their individual campus. Thecomplete text of the official attendance policy is available at eachcampus and on the District’s website. Highlights of the attendancepolicy are summarized below:

� Reporting: If a student must be absent for anyreason, the parent/guardian is responsible forcommunicating the reason in writing. The notemust be delivered to the school office within twodays following the absence.

� Tardy: Schools will record a tardy and may have acampus policy that defines a tardy and how theschool will address a tardy.

� Make-up work: Students or their parent/guardianare responsible for requesting the opportunity tomake up work missed.

� Appeals procedure: A student in grades 6-11 whohas not met the 90 percent attendance requirementdue to extenuating circumstances, but who hassuccessfully earned a passing grade may appealfor credit no earlier than the last six weeks of eachsemester. An exception is that the principal maygrant an earlier appeal to any student due tospecial circumstances. Seniors may appeal forcredit in a course at any time during a gradingperiod. An Attendance Appeal form can beobtained from the school office. The local campusAttendance Committee will review the appealrequest and determine whether the student shouldbe required to make up the class time and workmissed. The local campus Attendance Committeeand or administrator must give the finalauthorization for course credit.

� Attendance Expectations: Attendance in all classesis essential for maximum educationalopportunities. The presentation of information andactivities occur well beyond textbook assignments.If a student is late to a class more than 50% of theclass period, the student will be counted absent forthat class period.

Warning Notices/Parent Notification RegardingUnexcused AbsencesTexas Education Code 25.095 requires school districts to notify astudent’s parent or legal guardian in writing at the beginning of theschool year regarding unexcused absences. In accordance withthis requirement this officially notifies the parent or the legalguardian that:

1. Student’s parent is subject to prosecution underSection 25.093; and

2. Student is subject to prosecution under Section25.094 or referral to a Juvenile Court.

If your student is absent from school three days or parts of days ina four week period without parental consent or is absent without anexcuse for 10 or more days or parts of days in a six month periodthe District will send a notice home to inform the parent that:

1. It is the parent’s duty to monitor the student’s schoolattendance and require the student to attend school; and

2. The parent is subject to prosecution under Section25.093 for failure to require the child to attend school asrequired by law; and

3. The parent should request a conference with theschool officials to discuss the absences.

Information Regarding Notices to Parents Due toExcessive AbsencesCampus staff will make a reasonable effort to contact a parentabout student absences. Report cards will list the number ofabsences per course. A warning letter to parents regarding studentattendance will state The Texas Compulsory School attendancerequirement and emphasize the need for improved attendance priorto legal recourse for poor attendance. Warning letters are mailedfrom the District, not the school campus.

Denied Credit Due to Excessive Absences: SecondaryStudentsLoss of credit is tabulated on an individual course basis. A studentmay not receive credit for a course unless he/she has been inattendance for at least 90% of the days the course is offeredduring the semester or is successful in appealing the loss of creditas provided in District policy.

Restoring Denied Credit Due to Excessive Absences:Secondary StudentsStudents must appeal to the Attendance Appeal Committee torestore credit through options provided by District policy andassigned by the campus administrator and/or attendancecommittee.

Attendance Requirement/Drivers LicenseThe Texas Transportation Code (TRC) requires students who havenot obtained a high school diploma or its equivalent to be enrolledin a public school, home school, or private school, or GEDprogram and meet specific enrollment conditions to obtain orrenew a license. This requirement applies to persons under 18years of age. Texas Education Code 25.092 (excerpted). MinimumAttendance for Class Credit, states that a student may not be givencredit for a class unless the student is in attendance for at least90% of the days the class is offered. The 90% attendance ruleapplies when determining Verification of Enrollment (VOE)eligibility.

Absences for Extracurricular ActivitiesAbsences for extracurricular activities for secondary schoolstudents shall be limited to ten in a school year.

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Achieving Success

Student grades will be based on a numerical scale of 0-100. A gradeof 70 or above is considered passing. In instances where a studenttakes a course on a pass/fail basis, a minimum grade of 70 isrequired for a passing grade, which is denoted with a ‘P’.

Grading SystemGrading and reporting student progress is intended to help increasestudent achievement. An effective grading system allows educatorsto clearly communicate student progress toward pre-definedcurriculum standards in a way that is fair, accurate, and useful toparents, teachers, and students. The full text of the AISD gradingpolicy is available on each campus and on the District’s website.Policy and District expectations are summarized below.

� The principal is responsible for ensuring thatappropriate grading practices are used in eachschool. Teachers are expected to develop cleargrading guidelines that are consistent with Districtpolicy. Teachers will communicate the gradingguidelines to students and parents each school year.

� Grading procedures must allow for late work andmake-up work. Teachers will accept and awardpartial credit for late work turned in within threeconsecutive school days of the due date.

� Teachers will use professional discretion in awardingcredit for assignments missed due to extendedabsences and/or extenuating circumstances. Teachersmay provide reassessment options.

� The parents and the school share responsibility forhelping students succeed. Each school will providealternative programs for students having difficulties,including individualized instruction, tutorialsupport, and mentoring. If the student is fallingbehind in coursework, parents should visit withteachers and school counselors to explore options.

Note: The contents of the Secondary School Information Guide arerelevant to AISD Policy (Legal and Local), Regulation and Practiceas of November 2008. For current information regarding districtpolicy please refer to the Austin Independent School District websiteat www.austinisd.org or visit with your school counselor.

Report Cards and Progress ReportsThe District will mail all secondary report cards and progress reportsto parents. Report cards are sent at the end of each grading period.Progress reports are provided for students and parents at the mid-point of the grading period when a student’s grade average is failing(below 70) or borderline (70-73) in any course. Not receiving anunsatisfactory report does not guarantee a passing grade because ateacher cannot always foresee problems that might occur at the endof the reporting period.

Report cards provide clear and concise information about a student’sacademic performance and promote communication amongteachers, students, and parents about the student’s personaldevelopment, conduct and work habits. The report card alsoprovides information for employers, colleges and other post-secondary institutions.

Numerical scores for each secondary course are based onperformance on examinations, essays, papers, presentations,performances, projects, or other measures appropriate to the subjectmatter. Scores may also be given for class work, homework, andclass participation. Grades reflect academic achievement only andare not based on discipline, attendance, number of times tardy, orparticipation in extracurricular activities or other non-academiccriteria.

� The middle school report card reports a numericalaverage each six weeks for each course. At the endof the year, the six-weeks’ grades are averaged togive the student a course average. Semester examsfor high school credit courses taken in middleschool are factored in as one-quarter of the semesteraverage for the course. The report card also includesthe number of absences a student has accumulated.Absences are semester based for semester courses;absences are year based for yearlong courses.

� The high school report card includes the numericalaverage for the grading period, each six-weeks, plusthe number of absences a student has accumulated.Absences are semester based. The final report cardincludes a summary of each of the six-week periodsand semester grades, as well as, total absences. Ina semester course the three six weeks grades andthe final examination grade are averaged to give afinal numerical average for each semester course. Ina yearlong course the two semester grades areaveraged to give a final numerical average for eachcourse.

� The report card reflects progress for a point in time.The cumulative grade point average is reflective ofall completed high school credit courses, includinggrades earned in high school courses prior to grade9, through the given reporting period.

� Six weeks grades for courses in progress are NOTincluded in the cumulative grade point average.The high school report card reflects the cumulativegrade point average.

AISD Grading ScalesGrading Scale In Place Prior To School Year 2007-08:

Applicable To 11th & 12th Grade Students in School Year 2008-09� Advanced Level Courses 5.0 scale� Non-Advanced Level Courses 4.0 scale

Integrated Grading Scale (IGS) Implemented School Year 2007-08:

Applicable To 9th & 10th Grade Students in School Year 2008-09The rigor of the course curriculum determined the weight factor andtier level of the given course.

� TIER I courses include: Advanced Placement (AP),high school Pre-Advanced Placement (Pre-AP),International Baccalaureate (IB), high schoolMagnet courses, TEA-identified advanced courses,articulated Tech Prep courses, and dual creditcourses at designated colleges or universities.

� TIER II courses include grade-level-TEKS courses.TIER II also includes courses completed with

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limited modifications that do not impact statemandated exit level testing readiness.

� TIER III courses include locally developed coursesfor students receiving special education services,TAKS preparatory courses and non-TEKScurriculum aligned courses.

Grading scale exceptions are noted below:� Students not completing all coursework

requirements for graduation by school year 2010-2011 will roll to the Integrated Grading Scale.

� Student grade point averages are calculated on thescale applicable to their assigned grade level (e.g.Retained 9th and 10th grade students will default tothe IGS scale until they have attained the necessarycredits to be reclassified with their 11th grade peersaccording to District guidelines.)

� Early Graduates - Grade point averages for a studentwho completes the high school programrequirements in fewer than four years shall becalculated on the scale with the class in which he orshe actually graduates.

� Honor Roll and National Honor Society Status-Grade point average calculations shall be based onthe grading scale established prior to school year2007-2008 and will not revert to the IntegratedGrading Scale.

� Out-of-School-Testers will be ranked with therespective graduating class upon completion of allcoursework requirements, regardless of when theymaster all state mandated exit-level tests.

Note: Students Entering Grade 9 in 2009-2010 and thereafter –HB3851 of the 80th Legislative Session established a standardmethod for computing high school GPAs for the purpose of highereducation admissions, including top 10 and top 25 percentadmissions. The Higher Education Coordinating Board is requiredto adopt a standard method based on a four point scale thatassigns an additional weight for identified courses.

As of November 2008, the rules for the Uniform GPA Calculation(UGPAC) have not been adopted. Exact rules, including a list ofcourses to be factored in the UGPAC and a list of courses receivingadditional weight, will be distributed to rising 9th graders as soonas it is available to the district. Additional communication will bedistributed at the beginning of the 2009-2010 school year.

Early Graduates - Grade point averages for a student whocompletes the high school program requirements in fewer thanfour years shall be calculated on the grading scale with the class inwhich he or she actually graduates.

Out-of-School-Testers will be ranked with the respectivegraduating class upon completion of all coursework requirements,regardless of when they master all state mandated exit-level tests.

Calculating Grade Point Averages (GPA)Grade point averages for secondary school students in grades 9-12 are averaged at the end of each semester. All credit coursesassigned a numerical grade (including high school coursescompleted prior to grade 9, local credit courses, repeated coursesand all courses earned through credit-by-exam, correspondenceand Dual Credit) are included in the student’s grade-point average

(GPA) calculation, excluding credits denied due to excessiveabsences.

Exception: The only exception to this will be for students ingrade 12 who are planning to graduate in the summer of agiven school year. Grades earned in summer courses bythese graduating seniors shall be recorded for creditpurposes only, as numerical grades will be excluded fromGPA calculation. For those seniors who return the followingschool year to complete additional coursework, gradesearned during the summer will be included in GPAcalculations in the new school.

Courses taken on a pass/fail basis are assigned a grade of P or Fand are excluded from GPA calculation. The GPA is then used todetermine Honor Roll status each grading period and Rank inClass at the end of each semester. High school courses completedat the middle school level are included in the high schoolcumulative GPA.

AISD policies are updated regularly. Please check the AISD websitefor online policy and up-to-date policy information—www.austinisd.org.

Course CreditCourse credit will be awarded for all high school courses when astudent earns a numerical grade of 70 or higher. In a yearlong ortwo-semester course, the two semester grades will be averaged todetermine a final yearlong numerical average for the course for thepurpose of awarding credit, regardless of when the grade for eachpart of the course was awarded. This includes grades awarded incurrent and prior school years (EIA Regulation).

Advanced Academic Weighted GradesStudents are encouraged to take more challenging AdvancedAcademic courses, such as Pre-AP, Advanced Placement (AP),International Baccalaureate (IB), magnet and college creditcourses, which contain “weighted” grade points. For a list ofadvanced academic weighted courses see Appendix D of thispublication.

Weighted courses require additional time, student initiative, andhigh academic skills. A student who fails one of these courses willbe placed on academic probation for the following six weeks. If thestudent fails again while on academic probation, he or she will besubject to removal from the course. The parent and principal makethe final removal decision.

Honor Roll StatusThe honor roll system recognizes and rewards notable academicachievement in secondary schools. Honor roll recognition is basedon scholarship achievement only. It has no relationship to NationalHonor Society requirements, which include factors in addition toscholarship. Placement of secondary students on honor rolls willbe determined on the basis of their grade point average (GPA) forthe respective grading period. To be eligible for honor roll, asecondary student must have received an averageable grade fromeach of at least three courses. 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

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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 (nograde) during the six-weeks, the student is ineligible for the honorroll that six-weeks.

Pass/Fail CoursesA student may choose to take a course on a pass/fail (P/F) basis,only if the course is beyond state graduation requirements in thatsubject area for the graduation plan that the student has declared.However, Advancement Via Individual Determination (AVID)courses may not be taken on a pass/fail basis. A student mustrequest P/F status in a course no later than the last instructionalday of the sixth week of course instruction. Written approval of theprincipal or designee, the teacher, and the parent must be acquiredprior to placement in a course on a pass/fail basis. [See EHAD]Courses taken on a pass/fail basis are considered as local creditonly and are not counted toward state graduation credit. With theexception of physical education equivalent waiver courses, thepass/fail status can only be used for high school courses. Thegrades in a course taken on a pass/fail basis will be recordednumerically for each six weeks grading period and for the finalexam, but the final course grade will be recorded as a “P” or an “F”.Off-campus physical education equivalent waiver courses areexcluded from numeric grading.

Effective for school year 2005-2006 and thereafter, the onlyexceptions will be as follows:

(1) off-campus P.E. waiver courses, which shall be taken ona pass/fail basis will receive a grade of “P” or “F” The gradewill not be included in the computation of the student’s gradepoint average (GPA) and will count towards state graduationcredit requirements. and;

(2) credits transferred in from another school district thatassigned a grade of “P” or “F” The grade will not be includedin the computation of the student’s grade point average (GPA)and will count towards state graduation credit requirements,as determined by the sending district.

Standardized TestingStandardized tests are administered periodically to all students toevaluate knowledge gained over a given period of time and toassess the effectiveness of the curriculum. The Texas EducationAgency has established times at which tests are given and AISDprovides guidelines for using the results.

In spring of 2009 students will take one or more of the followingstate-mandated tests:

Grade 6: TAKS, TAKS-Accommodated, TAKS-M orTAKS-Alt: Math and Reading

TELPAS for LEP students not exited from ESL

Grade 7: TAKS, TAKS-Accommodated, TAKS-M orTAKS-Alt: Math, Reading and Writing

TELPAS for LEP students not exited from ESL

Grade 8: TAKS, TAKS-Accommodated, TAKS-M orTAKS-Alt: Math, Reading, Social Studies andScience

TELPAS for LEP students not exited from ESL

Grade 9: TAKS, TAKS-Accommodated, TAKS-M orTAKS-Alt: Math and Reading

TELPAS for LEP students not exited from ESL

Grade 10: TAKS, TAKS-Accommodated, TAKS-M orTAKS-Alt: English Language Arts, Math, SocialStudies and Science

TELPAS for LEP students not exited from ESL

Grade 11: TAKS, TAKS-Accommodated, TAKS-M orTAKS-Alt: English Language Arts, Math, Social

Studies and ScienceTELPAS for LEP students not exited from ESLPreliminary Scholastic Aptitude Test (PSAT)ACT or SAT: recommended

Grade 12: Exit Level TAKS or TAAS for retested studentsTELPAS for LEP students not exited from ESLACT

or SAT: recommended

Graduation CeremoniesTo participate in graduation ceremonies, students are required tocomplete all graduation requirements and demonstrate proficiencyin English/Language Arts, math, science and social studies on theTAKS exit test or other required examinations. Contact your schoolcounselor for specific information.

In 2003, the TAAS test was replaced by the TAKS test that includestesting in English/Language arts, math, science and socialstudies. Students take the TAKS test for graduation purposes forthe first time in the eleventh grade, and they are required to passall four tests to graduate. The Class of 2005 was the first classrequired to take TAKS and pass all four tests to meet graduationrequirements. [TAKS instructional objectives are shown inAppendix C of this guide.]

Middle School Grade PromotionTo be promoted from one grade to the next, a middle schoolstudent must:

� Have an overall grade average of 70; and� Attain an average of 70 or above in three of the

following subjects: language arts, mathematics,social studies and science.

Students Success Initiative: Enacted by the 76th Texas Legislature(1999), the Student Success Initiative (SSI) mandates newpassing requirements to be phased in as follows: beginning inschool year 2002-2003 for the reading test at Grade 3, beginningin school year 2004-2005 for the reading and mathematics testsat Grade 5, and beginning in school year 2007-2008 for thereading and mathematics tests at Grade 8. As specified by theserequirements, a student may advance to the next grade level onlyby passing these tests or by unanimous decision of hisor her grade placement committee that the student is likely toperform at grade level after accelerated instruction. The goal ofthe SSI is to support on grade level academic achievement forevery student.

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High School Grade Level ClassificationPromotion, grade-level advancement, and course credit shall bebased on mastery of the curriculum. Grade-level advancement forstudents in grades 9-12 shall be determined by course credits andthe number of years completed in high school. Credits are earnedby meeting the minimum passing standard average of 70 at the endof each course; credits may be awarded through yearlongaveraging as allowed under EIA (Regulation).

Grade Classification9th grade requires promotion and completion of 8th gradeand 0-4.5 credits.

10th grade requires completion of one year of high schooland a minimum of 5.0 credits.

11th grade requires completion of two years of high schooland a minimum of 10.0 credits.

12th grade requires completion of three years of high schooland a minimum of 15.0 credits.

Additionally, the following considerations are adhered to fordetermination of credit totals for promotion and grade-levelplacement.

� Denied credit(s) are not included when factoringcredit totals;

� Credit totals are based on all awarded credits,including local credits and repeated credits.

Early GraduatesA parent is entitled to request, with the expectation that the requestwill not be unreasonably denied, that the student be permitted tograduate from high school earlier than the student would normallygraduate, if the student completes all courses and exit-levelrequirements for graduation. Students seeking graduation in fewerthan 4 years should see their school counselor or registrar toobtain an early graduation intent form. Prior to grade levelreclassification to grade 12 the student must:

� Meet the minimum credit requirements for gradelevel reclassification;

� Show evidence of course completion probability fortheir intended graduation plan

� Submit a completed early graduation intent formwith required signatures.

Three-year graduates who do not complete graduationrequirements for the Recommended high school program orDistinguished Achievement high school program will forfeit EarlyGraduate scholarship money.

Grade point averages for a student who completes the high schoolprogram requirements in fewer than four years shall be calculatedon the grading scale with the class in which he or she actuallygraduates.

Classification of Students Entering from Outside of theDistrict (Grade Level Placement)Students entering the District from an accredited public, private, orparochial school shall provide evidence of prior schooling outsidethe District and shall be placed initially at the grade level reachedelsewhere. For students in grades 9-12, grade level initialplacement will be based upon the number of current credits earnedin the sending district and the student’s original year of entry to 9thgrade. “Accredited” is defined as accreditation by the TexasEducation Agency (TEA), an equivalent agency from another state,or an accrediting association recognized by the Commissioner ofEducation [FD (Local and Regulation)].

A student entering the District from non-accredited public, private,or parochial school, including home schools, shall be placedinitially at the discretion of the principal, pending assessmentappropriate to the student’s grade level, validation of credits, orresults of credit-by-examination tests [FD (Local)]. A high schoolstudent entering the District from a nonaccredited school,including homeschool programs, will be given the opportunity tovalidate credit earned in the sending school, at no cost to thestudent or parent through credit by examination. Student or parentshall request credit validation at the time of registration. If thestudent chooses not to request credit validation, the student willenroll in the course. It is the responsibility of the student and/orparent/guardian to seek validation of high school credit at the timeof registration. Entering students will secure information from theschool registrar or counselor regarding validation of credit throughcredit by examination. [EEJA (LOCAL and REGULATION)]

If extenuating circumstances exist and/or the grade placementseems unsuitable, the following steps will be taken as soon aspossible to determine proper placement:

� Administering the appropriate placement tests inreading and mathematics;

� Allowing time for teacher observation anddocumentation;

� Collection of samples of the student’s daily work;

� Conducting a conference with teachers and parents.

Transfer of Course Credits and GradesCourses completed in out-of-district schools, both foreign anddomestic, which can be aligned with Texas Essential Knowledge &Skills (TEKS), shall be considered eligible for transfer of credit.The curriculum of the course, not the grade earned in the course,determines eligibility for transfer of credit. Upon request from thehigh school registrar or counselor, a course syllabus may berequired to establish course transfer eligibility. ASID graduatingscales and GPA standards will be applied to course credits andgrades transferring from out-of-district. AISD policies are updatedregularly. Please check the AISD website for online policy and up-to-date policy information—www.austinisd.org.

Transfer of Credit from Non-accredited Institutions andHome School ProgramsUpon request, the District shall validate high school credit forcourse transfer for students entering the District from home school

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programs or nonaccredited public, private, or parochial schools bycredit by exam for each credit requested, to ensure that the coursesmeet state board requirements and standards [FD (Local)]. AISDpolicies are updated regularly. Please check the AISD website foronline policy and up-to-date policy information—www.austinisd.org.

Transfer of High School Credit from Newly AccreditedInstitutionsThe process for transferring credits when a non-accredited schoolis granted accreditation status by TEA, an equivalent agency fromanother state, or an accrediting association by theCommissioner of Education, is outlined below:

� Secondary students wishing to transfer credits intoAISD from out of district schools, whose enrollmentdate into an AISD school is PRIOR to the schoolreceiving accreditation status, must validate creditsas outlined in Policy [FD (LOCAL), FD(REGULATION), and EEJA (REGULATION)].

� Secondary students whose enrollment date into anAISD school is AFTER the date a school receivesaccreditation status from an accrediting institution(or within the AISD school year the newly accreditedschool receives accreditation status), are NOTrequired to validate credits completed prior to theschool receiving accredited status.

AISD policies are updated regularly. Please check the AISDwebsite for online policy and up-to-date policy information—www.austinisd.org.

Letter GradesWhen students transfer to AISD from a school that gives lettergrades, a uniform grading system for translating letter grades isused in all secondary schools. This system also applies to creditscompleted through the Early College Start Programs (Dual Credit).

This four-point system is as follows:

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 scalefrom the sending district, 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 requirements for promotion may be

placed in an alternative program at the next grade level if thestudent is achieving to his or her maximum ability. Priorto placement, the student’s needs will be assessed and theappropriate alternative program for the student will be determined.Parents will be notified that the student was not promoted butplaced in an alternative program at the next grade level.

Alternative programs may include but are not limited to:

� Tutorial support� Mentoring� Extended school day� Extended school year� Summer or intercession programs� Specialized academic interventions

Provisions for students to exit alternative programs are includedwhen appropriate. Except in extreme cases or in compliance withstate law, no student shall be retained more than one time in gradesfive through eight.

Making Changes

Course Change ProceduresFrom time to time it is necessary for students to change coursesduring the semester. If a student needs to change a course ortransfer from one course to another, the student should discuss theneed with the school counselor. The following procedures shouldbe followed:

� For a semester or yearlong course, a student maynot withdraw after the fourth week of the course.However, to meet individual student needs, theprincipal may use his or her discretion to approve acourse change.

� A student who withdraws from a course before thedeadlines stated above will have the grade from thedropped course applied to the grade average for thenew course. It is highly recommended that a studenttransfer from one course to another in the samediscipline.

� For UIL eligibility, a student can withdraw with nopenalty regardless of the grade in a course at theend of the fourth week of the first six weeks andremain eligible. A student who withdraws with apassing grade at any time and maintains theminimum number of required course enrollmentsremains eligible.

� A student who requests and receives a coursechange assumes responsibility for the content of theentire course on the final exam. The receivingteacher will outline the knowledge and skillsessential for success in the course and suggestways to learn them.

Course CorrectionsIn the spring and/or during the summer, students will receive a listof the courses that they requested. Students and parents have the

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opportunity to request course changes until August 1. After August1, course corrections will only be made for errors in the student’sschedule.

Transfers to Other SchoolsAISD expects students, based on their residence address, to attendtheir assigned schools. However, under certain circumstances, astudent may need or wish to transfer to another campus. To obtaina transfer, the parent must secure a transfer form from the student’sschool office, complete it, and submit it to the Office of StudentServices. Once transferred, a student may not return to his or heroriginal school during the school year unless both principalsagree. See Policy FDB. Transfer students and their parents assumeresponsibility for satisfactory attendance, discipline, achievement,transportation, and cooperation with the school staff while at thetransfer school. If these responsibilities are not met, a transfer maybe revoked. If a transfer is revoked, the student may notsubsequently request a transfer back to the same school.

NCLB Options and Diversity Choice to Other SchoolsIf a student chooses to attend another school through NCLB orDiversity Choice, that school becomes the student’s home schoolthrough the highest grade in the school. (Note: Once an elementaryor middle school student completes the highest grade in the choiceschool, he/she is to attend the next level school as assigned byhis/her residential address.)

Advanced AcademicCourses and Programs

Pre-Advanced Placement Courses (Pre-AP)Academic courses that lead to Advanced Placement courses arereferred to as Pre-Advanced Placement (Pre-AP) courses. Pre- APcourses can be taken in grades 6-11. Emphasis is given to theskills and strategies students need to succeed in AP courses ingrades 11 and 12 and in post-secondary education. Pre-APcourses emphasize critical thinking, additional reading, research,writing, and as appropriate, advanced performance expectations.For a list of Pre-AP courses see Appendix D. High school Pre- APcourses taken receive weighted grade points.

Advanced Placement (AP) CoursesAdvanced Placement (AP) courses are offered at each high school.AP courses provide a college-level curriculum. All AP coursescarry weighted grade points. Students in AP classes spend moretime outside of class reading, writing, and problem solving. Aftercompleting an AP course, students may pay a fee to the CollegeBoard and take the Advanced Placement Exams held each year inMay. Results of the exams are sent to colleges and universities thatthe student designates. Based on the scores and the universitycourse recognition procedures, students may earn college credit.

What benefit do students receive from enrolling in APclasses?Students who take AP courses will challenge themselves, sharpentheir Academic skills, and learn to think independently. Studieshave shown that students who take AP courses are:

� Better prepared academically for college admissionon all measures of ability and achievement;

� Able to perform significantly better over four yearsin college; and

� More likely to be leaders and have significantaccomplishments.

Weighted Grade Points for Advanced Academic CoursesAll high school advanced academic courses carry weighted gradepoints, including Pre-AP, Advanced Placement (AP), InternationalBaccalaureate (IB) courses, which follow outlines and expectationsset forth by the respective academic organization. Magnet, dualcredit and some articulated courses also receive weighted gradepoints. A list of Advanced Academic courses is shown in AppendixD of this guide. See also Appendix A for grading scales and gradepoint conversion of weighted grades.

ACC–AISD ConnectionSeniors in high school are encouraged to get involved with theACC–AISD Connection. Getting involved in the ACC–AISDConnection is an opportunity for a senior to go through the collegeacceptance process with Austin Community College, whileenrolled as an AISD student. This four-step program involves thecollege application process, orientation and optional tour of thecampuses, placement testing, and academic and financial aidcounseling by a college counselor.

Once a senior completes this ACC–AISD Connection, he/she isaccepted into ACC and does not have to reapply, even if he/shedoes not attend the next semester.

There are many advantages in a senior taking part of this program.

� Students who attend a four-year institution canreturn to Austin and take summer courses at ACC toget a jumpstart on credits at their respectiveuniversity.

� If a student is enrolled in the Early College StartProgram and takes dual credit courses at ACC,he/she may be allowed to skip certain parts of theprocess and still be a part of the ACC–AISDConnection. (Students should check with theirguidance counselors when the ACC–AISDConnection process begins.)

� Students who complete the ACC–AISD Connectionupon graduation from high school will be acceptedinto ACC and receive their AISD diploma on thesame graduation day.

� Due to less expensive tuition, fees and other collegecosts, students will find that enrolling in andcompleting courses at ACC will save money intransferring those courses to a four-year university.

� ACC–AISD Connection begins in the fall semesterof the senior year. Parents have the option to waivetheir students from this program.

ACC core curriculum classes transfer completely to Texas publicinstitutions, but certain courses may not transfer from one collegeto another. A student should check with the admissions office at

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his/her college to inquire about what courses will or will nottransfer from ACC.

A student qualifies for the dual credit program by meeting thefollowing requirements:

� Have completed their sophomore year;

� Be limited to a maximum of two (2) college-levelcourses per semester;

� Meet with an AISD counselor and an ACC advisorprior to enrolling in classes;

� Complete the Early College Start form and obtainthe necessary approvals.

� Meet all ACC admissions requirements prior toenrolling in classes (including the THEA test);

� Be recommended by the high school principal ortheir designee and have parental permission.

Students are not required to pay tuition for dual credit courses.However, students are required to purchase course textbooks anda parking permit, if applicable.

Upon completion of a course taken through an Early College StartProgram, a college transcript must be submitted to the registrar’soffice for the purpose of validating credit, including co-enrollmentcourses, if the co-enrollment course is to be used as an advancedmeasure for DAP consideration. Co-enrollment courses arecollege level courses in which a student receives college credit, butnot high school credit.

Advanced Placement (AP) and dual credit students have anopportunity to:

� Obtain college credit or receive an exemption fromlower-level university courses and complete theirdegree sooner;

� Prove to university admission offices that they arewilling to tackle difficult courses; and

� Save tuition expenses based on their scores madeon the AP exams, or by passing dual credit coursesand earning credit for a college class.

Students, who do not know if they will be going to college, can stillenroll in AP classes. All students can benefit from the courses.Students find that the courses demand more, challenge theirthinking, and encourage them to develop academically.

Career and Technical College Articulated CoursesCertain content-enhanced career and technical high schoolcourses have been found to be substantially equal to certainintroductory-level college courses. A student completing thesecourses must achieve a grade of “B” or above to receive articulatedcredit. Completion of the high school course or courses requiredto equal a college course with a “B” or above also counts as aDistinguished Achievement Program (DAP) measure. All courseseligible for college credit are identified on the high schooltranscript with the special explanation course code “A”. This code

helps participating colleges identify courses taught for award ofarticulated college credit. Completion of these college-levelcourses provides a way to start a college technical major in highschool and continue in a community or technical college. Theresult is a certificate or associate degree in a career field. A list ofarticulated courses with Austin Community College, Texas StateUniversity and Texas Tech University is shown in Appendix F.

International Baccalaureate ProgramThe International Baccalaureate (IB) program offered only at L.C.Anderson High School and open to all District students, is aninternationally recognized curriculum that offers eleventh andtwelfth grade students an opportunity to earn an IB Diploma, whichis recognized by universities worldwide. To earn the IB Diploma,students complete courses and test in six IB subjects (one of whichis a second conversational language – Spanish, French, orGerman). Students write an extended essay based on independentresearch guided by a faculty mentor, complete 150 hours ofcreative, action and service activities (CAS), and participate in acritical thinking course called Theory of Knowledge. This advancedcomprehensive program of study offers an integrated approach tolearning across the disciplines with an emphasis on meeting thechallenges of living and working in a global, technological society.Students who take IB courses without completing the entireprogram may earn IB certificates by testing in selected IB courses.

Magnet ProgramsAISD has several advanced academic magnet programs availableto students at the secondary level. The magnet program at KealingMiddle School offers courses in math, science, technology,and the liberal arts. The program at Fulmore Middle School offersspecial emphasis on humanities, international studies, and law. Atthe high school level, the Liberal Arts and Science Academy atLyndon Baines Johnson High School offers students a choice ofenriched academic programs. Admission to magnet programs isselective and by application. Each program has its own applicationform and deadlines. Some common 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 complete information and anapplication. Students who are successful in magnet programs arecommitted to:

� A fast paced and challenging academic program;� An intensive, high energy day;� Budgeting time and activities; and� Working cooperatively with peers.

The magnet programs offer students advanced academic studies inan environment built on collegial relationships, individual growth,and intellectual rigor. Emphasis is placed on independent research,group collaboration, presentation of new learning, and thedevelopment of original designs and solutions. Computers areused as tools to access, process, and generate ideas, and studentshave the opportunity to collaborate with engineers, authors,doctors, and other professionals. Internships, field-basedexperiences, and laboratory studies are also integral componentsof the magnet experience. Students receive transportation from theschool nearest their home to the magnet program in which they are

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enrolled. All magnet students can participate in UIL sponsoredactivities, including athletics, clubs, band, orchestra, and otherextra-curricular activities. For further information contact theappropriate Magnet Program Administrator.

Special Schools and Programs

Gifted and Talented (G/T) ProgramThe Gifted and Talented Program identifies students for services inthe four core areas—English/language arts, mathematics, scienceand social studies. To qualify for this program, students meetspecial criteria through an identification process. G/T studentsreceive differentiated instruction in the core courses in which theyenroll. Those courses may be Pre-AP, Advanced Placement,International Baccalaureate, magnet courses, or in gifted classes.Students in the G/T program explore further and study moreintensively the content of their academic subjects, use greaterinitiative in learning, and surpass the regular curriculum throughindependent study, research projects and extensive reading.

Gonzalo Garza Independence High SchoolGonzalo Garza Independence High School is an openenrollment/choice school designed to meet the needs of students who:

� Have experienced unusual life circumstances thathave created barriers to graduation;

� Have dropped out or are likely to drop out of regularhigh school programs;

� Wish to pursue a high school education as part of acomprehensive program that provides integratedhealth and social services and prepares students forpost-secondary options; and

� Will profit from and thrive in a non-traditionalapproach to learning characterized by integrated,interdisciplinary curriculum that is problem andproject based and enhanced by access totechnology.

Students may enroll in Garza High School at any time during theschool year, provided there is space available. The school day isdivided into four instructional blocks beginning at 9:00 am andending at 3:00 pm. Students may choose appropriate coursesbased on their individual needs. Students must adhere to theschool’s “Code of Honor” and meet local and state requirementsfor graduation. Third year students who have earned ten credits ormore are preferred for admission. For further information, contactGonzalo Garza Independence High School at 414-8614.

DELTA Program (Diversified Education ThroughLeadership, Technology, Academics)The DELTA Program is an academic program available to studentsenrolled in each Austin ISD comprehensive high school, theAlternative Learning Center, Gardner Betts LeadershipProgram and Half-way House, Phoenix House, JJAEP, TravisCounty Detention Center, and Garza Independence High School.The goal of the DELTA Program is to provide an individualized,self-paced instructional program for recovered and potentialdropouts that will help students earn academic credits andgraduate from high school.

Students apply for admission to DELTA, and upon acceptance, theydevelop an academic plan. DELTA students typically spend 2 hoursdaily in the DELTA lab where they work to complete self-pacedlearning modules. The modules include textbook assignments,experimental activities and lessons on NovaNET, a computer-assisted instruction (CAI) program. There is no credit minimumand no expectation that students have mastered TAKS beforeenrolling in DELTA.

DELTA is an open-entry/open-exit program. Contact your highschool counselor for additional information.

Virtual Education ProgramsThe Virtual School Program (VSP) is a non-traditional,home-based academic program that is available to high schoolseniors. The goal of the program is to provide academicopportunities for students who are unable to participate in atraditional classroom setting most often because they are parentsand/or must work full-time for economic reasons. Virtual Schoolstudents earn academic course credits to graduate from highschool. VSP utilizes the same NovaNet on-line curriculum as theDELTA Program.

Virtual Education for Teen Parents (VETP) is a non-traditional, home-based program for pregnant and parenting teensgrades 9-11. The program allows teens the option to earnacademic credits while securing appropriate child-care services.VETP utilizes the same NovaNet on-line curriculum as the DELTAand VSP Programs.

Students apply for admission to VSP and VETP, and uponacceptance, an academic plan is developed. VSP and VETPstudents spend 2-4 hours daily completing self-paced lessons athome on an Internet-ready laptop assigned to them. Speciallytrained VSP and VETP teachers meet with students twice per weekfor a total of 5 hours. Like DELTA, these programs are open-entry/open- exit programs. Contact your high school counselor orregistrar for additional information.

Services for Students withSpecial Needs

English as a Second Language (ESL)The Middle School Language Arts curriculum provides English asa Second Language (ESL) for English language learners (ELLs) sothat students develop their abilities to listen, speak, read, and writein English. ESL Reading is recommended for ELLs who needadditional support in reading on grade level in English. Bothclasses are designed to develop the English language proficiencyneeded to succeed in all-English classes including language arts,math, science, and social studies.

The High School language arts curriculum provides English I andII for Speakers of Other Languages (ESOL I and ESOL II) to recentimmigrant students. Reading in English is recommended toEnglish Language Learners who may not be reading on grade levelto further develop comprehensive English skills. The English as aSecond Language (ESL) teacher provides English instruction tomeet the needs of students at the beginning, intermediate andadvanced levels of proficiency. For recent Spanish-speaking

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limited modifications that do not impact statemandated exit level testing readiness.

� TIER III courses include locally developed coursesfor students receiving special education services,TAKS preparatory courses and non-TEKScurriculum aligned courses.

Grading scale exceptions are noted below:� Students not completing all coursework

requirements for graduation by school year 2010-2011 will roll to the Integrated Grading Scale.

� Student grade point averages are calculated on thescale applicable to their assigned grade level (e.g.Retained 9th and 10th grade students will default tothe IGS scale until they have attained the necessarycredits to be reclassified with their 11th grade peersaccording to District guidelines.)

� Early Graduates - Grade point averages for a studentwho completes the high school programrequirements in fewer than four years shall becalculated on the scale with the class in which he orshe actually graduates.

� Honor Roll and National Honor Society Status-Grade point average calculations shall be based onthe grading scale established prior to school year2007-2008 and will not revert to the IntegratedGrading Scale.

� Out-of-School-Testers will be ranked with therespective graduating class upon completion of allcoursework requirements, regardless of when theymaster all state mandated exit-level tests.

Note: Students Entering Grade 9 in 2009-2010 and thereafter –HB3851 of the 80th Legislative Session established a standardmethod for computing high school GPAs for the purpose of highereducation admissions, including top 10 and top 25 percentadmissions. The Higher Education Coordinating Board is requiredto adopt a standard method based on a four point scale thatassigns an additional weight for identified courses.

As of November 2008, the rules for the Uniform GPA Calculation(UGPAC) have not been adopted. Exact rules, including a list ofcourses to be factored in the UGPAC and a list of courses receivingadditional weight, will be distributed to rising 9th graders as soonas it is available to the district. Additional communication will bedistributed at the beginning of the 2009-2010 school year.

Early Graduates - Grade point averages for a student whocompletes the high school program requirements in fewer thanfour years shall be calculated on the grading scale with the class inwhich he or she actually graduates.

Out-of-School-Testers will be ranked with the respectivegraduating class upon completion of all coursework requirements,regardless of when they master all state mandated exit-level tests.

Calculating Grade Point Averages (GPA)Grade point averages for secondary school students in grades 9-12 are averaged at the end of each semester. All credit coursesassigned a numerical grade (including high school coursescompleted prior to grade 9, local credit courses, repeated coursesand all courses earned through credit-by-exam, correspondenceand Dual Credit) are included in the student’s grade-point average

(GPA) calculation, excluding credits denied due to excessiveabsences.

Exception: The only exception to this will be for students ingrade 12 who are planning to graduate in the summer of agiven school year. Grades earned in summer courses bythese graduating seniors shall be recorded for creditpurposes only, as numerical grades will be excluded fromGPA calculation. For those seniors who return the followingschool year to complete additional coursework, gradesearned during the summer will be included in GPAcalculations in the new school.

Courses taken on a pass/fail basis are assigned a grade of P or Fand are excluded from GPA calculation. The GPA is then used todetermine Honor Roll status each grading period and Rank inClass at the end of each semester. High school courses completedat the middle school level are included in the high schoolcumulative GPA.

AISD policies are updated regularly. Please check the AISD websitefor online policy and up-to-date policy information—www.austinisd.org.

Course CreditCourse credit will be awarded for all high school courses when astudent earns a numerical grade of 70 or higher. In a yearlong ortwo-semester course, the two semester grades will be averaged todetermine a final yearlong numerical average for the course for thepurpose of awarding credit, regardless of when the grade for eachpart of the course was awarded. This includes grades awarded incurrent and prior school years (EIA Regulation).

Advanced Academic Weighted GradesStudents are encouraged to take more challenging AdvancedAcademic courses, such as Pre-AP, Advanced Placement (AP),International Baccalaureate (IB), magnet and college creditcourses, which contain “weighted” grade points. For a list ofadvanced academic weighted courses see Appendix D of thispublication.

Weighted courses require additional time, student initiative, andhigh academic skills. A student who fails one of these courses willbe placed on academic probation for the following six weeks. If thestudent fails again while on academic probation, he or she will besubject to removal from the course. The parent and principal makethe final removal decision.

Honor Roll StatusThe honor roll system recognizes and rewards notable academicachievement in secondary schools. Honor roll recognition is basedon scholarship achievement only. It has no relationship to NationalHonor Society requirements, which include factors in addition toscholarship. Placement of secondary students on honor rolls willbe determined on the basis of their grade point average (GPA) forthe respective grading period. To be eligible for honor roll, asecondary student must have received an averageable grade fromeach of at least three courses. 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

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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 (nograde) during the six-weeks, the student is ineligible for the honorroll that six-weeks.

Pass/Fail CoursesA student may choose to take a course on a pass/fail (P/F) basis,only if the course is beyond state graduation requirements in thatsubject area for the graduation plan that the student has declared.However, Advancement Via Individual Determination (AVID)courses may not be taken on a pass/fail basis. A student mustrequest P/F status in a course no later than the last instructionalday of the sixth week of course instruction. Written approval of theprincipal or designee, the teacher, and the parent must be acquiredprior to placement in a course on a pass/fail basis. [See EHAD]Courses taken on a pass/fail basis are considered as local creditonly and are not counted toward state graduation credit. With theexception of physical education equivalent waiver courses, thepass/fail status can only be used for high school courses. Thegrades in a course taken on a pass/fail basis will be recordednumerically for each six weeks grading period and for the finalexam, but the final course grade will be recorded as a “P” or an “F”.Off-campus physical education equivalent waiver courses areexcluded from numeric grading.

Effective for school year 2005-2006 and thereafter, the onlyexceptions will be as follows:

(1) off-campus P.E. waiver courses, which shall be taken ona pass/fail basis will receive a grade of “P” or “F” The gradewill not be included in the computation of the student’s gradepoint average (GPA) and will count towards state graduationcredit requirements. and;

(2) credits transferred in from another school district thatassigned a grade of “P” or “F” The grade will not be includedin the computation of the student’s grade point average (GPA)and will count towards state graduation credit requirements,as determined by the sending district.

Standardized TestingStandardized tests are administered periodically to all students toevaluate knowledge gained over a given period of time and toassess the effectiveness of the curriculum. The Texas EducationAgency has established times at which tests are given and AISDprovides guidelines for using the results.

In spring of 2009 students will take one or more of the followingstate-mandated tests:

Grade 6: TAKS, TAKS-Accommodated, TAKS-M orTAKS-Alt: Math and Reading

TELPAS for LEP students not exited from ESL

Grade 7: TAKS, TAKS-Accommodated, TAKS-M orTAKS-Alt: Math, Reading and Writing

TELPAS for LEP students not exited from ESL

Grade 8: TAKS, TAKS-Accommodated, TAKS-M orTAKS-Alt: Math, Reading, Social Studies andScience

TELPAS for LEP students not exited from ESL

Grade 9: TAKS, TAKS-Accommodated, TAKS-M orTAKS-Alt: Math and Reading

TELPAS for LEP students not exited from ESL

Grade 10: TAKS, TAKS-Accommodated, TAKS-M orTAKS-Alt: English Language Arts, Math, SocialStudies and Science

TELPAS for LEP students not exited from ESL

Grade 11: TAKS, TAKS-Accommodated, TAKS-M orTAKS-Alt: English Language Arts, Math, Social

Studies and ScienceTELPAS for LEP students not exited from ESLPreliminary Scholastic Aptitude Test (PSAT)ACT or SAT: recommended

Grade 12: Exit Level TAKS or TAAS for retested studentsTELPAS for LEP students not exited from ESLACT

or SAT: recommended

Graduation CeremoniesTo participate in graduation ceremonies, students are required tocomplete all graduation requirements and demonstrate proficiencyin English/Language Arts, math, science and social studies on theTAKS exit test or other required examinations. Contact your schoolcounselor for specific information.

In 2003, the TAAS test was replaced by the TAKS test that includestesting in English/Language arts, math, science and socialstudies. Students take the TAKS test for graduation purposes forthe first time in the eleventh grade, and they are required to passall four tests to graduate. The Class of 2005 was the first classrequired to take TAKS and pass all four tests to meet graduationrequirements. [TAKS instructional objectives are shown inAppendix C of this guide.]

Middle School Grade PromotionTo be promoted from one grade to the next, a middle schoolstudent must:

� Have an overall grade average of 70; and� Attain an average of 70 or above in three of the

following subjects: language arts, mathematics,social studies and science.

Students Success Initiative: Enacted by the 76th Texas Legislature(1999), the Student Success Initiative (SSI) mandates newpassing requirements to be phased in as follows: beginning inschool year 2002-2003 for the reading test at Grade 3, beginningin school year 2004-2005 for the reading and mathematics testsat Grade 5, and beginning in school year 2007-2008 for thereading and mathematics tests at Grade 8. As specified by theserequirements, a student may advance to the next grade level onlyby passing these tests or by unanimous decision of hisor her grade placement committee that the student is likely toperform at grade level after accelerated instruction. The goal ofthe SSI is to support on grade level academic achievement forevery student.

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High School Grade Level ClassificationPromotion, grade-level advancement, and course credit shall bebased on mastery of the curriculum. Grade-level advancement forstudents in grades 9-12 shall be determined by course credits andthe number of years completed in high school. Credits are earnedby meeting the minimum passing standard average of 70 at the endof each course; credits may be awarded through yearlongaveraging as allowed under EIA (Regulation).

Grade Classification9th grade requires promotion and completion of 8th gradeand 0-4.5 credits.

10th grade requires completion of one year of high schooland a minimum of 5.0 credits.

11th grade requires completion of two years of high schooland a minimum of 10.0 credits.

12th grade requires completion of three years of high schooland a minimum of 15.0 credits.

Additionally, the following considerations are adhered to fordetermination of credit totals for promotion and grade-levelplacement.

� Denied credit(s) are not included when factoringcredit totals;

� Credit totals are based on all awarded credits,including local credits and repeated credits.

Early GraduatesA parent is entitled to request, with the expectation that the requestwill not be unreasonably denied, that the student be permitted tograduate from high school earlier than the student would normallygraduate, if the student completes all courses and exit-levelrequirements for graduation. Students seeking graduation in fewerthan 4 years should see their school counselor or registrar toobtain an early graduation intent form. Prior to grade levelreclassification to grade 12 the student must:

� Meet the minimum credit requirements for gradelevel reclassification;

� Show evidence of course completion probability fortheir intended graduation plan

� Submit a completed early graduation intent formwith required signatures.

Three-year graduates who do not complete graduationrequirements for the Recommended high school program orDistinguished Achievement high school program will forfeit EarlyGraduate scholarship money.

Grade point averages for a student who completes the high schoolprogram requirements in fewer than four years shall be calculatedon the grading scale with the class in which he or she actuallygraduates.

Classification of Students Entering from Outside of theDistrict (Grade Level Placement)Students entering the District from an accredited public, private, orparochial school shall provide evidence of prior schooling outsidethe District and shall be placed initially at the grade level reachedelsewhere. For students in grades 9-12, grade level initialplacement will be based upon the number of current credits earnedin the sending district and the student’s original year of entry to 9thgrade. “Accredited” is defined as accreditation by the TexasEducation Agency (TEA), an equivalent agency from another state,or an accrediting association recognized by the Commissioner ofEducation [FD (Local and Regulation)].

A student entering the District from non-accredited public, private,or parochial school, including home schools, shall be placedinitially at the discretion of the principal, pending assessmentappropriate to the student’s grade level, validation of credits, orresults of credit-by-examination tests [FD (Local)]. A high schoolstudent entering the District from a nonaccredited school,including homeschool programs, will be given the opportunity tovalidate credit earned in the sending school, at no cost to thestudent or parent through credit by examination. Student or parentshall request credit validation at the time of registration. If thestudent chooses not to request credit validation, the student willenroll in the course. It is the responsibility of the student and/orparent/guardian to seek validation of high school credit at the timeof registration. Entering students will secure information from theschool registrar or counselor regarding validation of credit throughcredit by examination. [EEJA (LOCAL and REGULATION)]

If extenuating circumstances exist and/or the grade placementseems unsuitable, the following steps will be taken as soon aspossible to determine proper placement:

� Administering the appropriate placement tests inreading and mathematics;

� Allowing time for teacher observation anddocumentation;

� Collection of samples of the student’s daily work;

� Conducting a conference with teachers and parents.

Transfer of Course Credits and GradesCourses completed in out-of-district schools, both foreign anddomestic, which can be aligned with Texas Essential Knowledge &Skills (TEKS), shall be considered eligible for transfer of credit.The curriculum of the course, not the grade earned in the course,determines eligibility for transfer of credit. Upon request from thehigh school registrar or counselor, a course syllabus may berequired to establish course transfer eligibility. ASID graduatingscales and GPA standards will be applied to course credits andgrades transferring from out-of-district. AISD policies are updatedregularly. Please check the AISD website for online policy and up-to-date policy information—www.austinisd.org.

Transfer of Credit from Non-accredited Institutions andHome School ProgramsUpon request, the District shall validate high school credit forcourse transfer for students entering the District from home school

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programs or nonaccredited public, private, or parochial schools bycredit by exam for each credit requested, to ensure that the coursesmeet state board requirements and standards [FD (Local)]. AISDpolicies are updated regularly. Please check the AISD website foronline policy and up-to-date policy information—www.austinisd.org.

Transfer of High School Credit from Newly AccreditedInstitutionsThe process for transferring credits when a non-accredited schoolis granted accreditation status by TEA, an equivalent agency fromanother state, or an accrediting association by theCommissioner of Education, is outlined below:

� Secondary students wishing to transfer credits intoAISD from out of district schools, whose enrollmentdate into an AISD school is PRIOR to the schoolreceiving accreditation status, must validate creditsas outlined in Policy [FD (LOCAL), FD(REGULATION), and EEJA (REGULATION)].

� Secondary students whose enrollment date into anAISD school is AFTER the date a school receivesaccreditation status from an accrediting institution(or within the AISD school year the newly accreditedschool receives accreditation status), are NOTrequired to validate credits completed prior to theschool receiving accredited status.

AISD policies are updated regularly. Please check the AISDwebsite for online policy and up-to-date policy information—www.austinisd.org.

Letter GradesWhen students transfer to AISD from a school that gives lettergrades, a uniform grading system for translating letter grades isused in all secondary schools. This system also applies to creditscompleted through the Early College Start Programs (Dual Credit).

This four-point system is as follows:

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 scalefrom the sending district, 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 requirements for promotion may be

placed in an alternative program at the next grade level if thestudent is achieving to his or her maximum ability. Priorto placement, the student’s needs will be assessed and theappropriate alternative program for the student will be determined.Parents will be notified that the student was not promoted butplaced in an alternative program at the next grade level.

Alternative programs may include but are not limited to:

� Tutorial support� Mentoring� Extended school day� Extended school year� Summer or intercession programs� Specialized academic interventions

Provisions for students to exit alternative programs are includedwhen appropriate. Except in extreme cases or in compliance withstate law, no student shall be retained more than one time in gradesfive through eight.

Making Changes

Course Change ProceduresFrom time to time it is necessary for students to change coursesduring the semester. If a student needs to change a course ortransfer from one course to another, the student should discuss theneed with the school counselor. The following procedures shouldbe followed:

� For a semester or yearlong course, a student maynot withdraw after the fourth week of the course.However, to meet individual student needs, theprincipal may use his or her discretion to approve acourse change.

� A student who withdraws from a course before thedeadlines stated above will have the grade from thedropped course applied to the grade average for thenew course. It is highly recommended that a studenttransfer from one course to another in the samediscipline.

� For UIL eligibility, a student can withdraw with nopenalty regardless of the grade in a course at theend of the fourth week of the first six weeks andremain eligible. A student who withdraws with apassing grade at any time and maintains theminimum number of required course enrollmentsremains eligible.

� A student who requests and receives a coursechange assumes responsibility for the content of theentire course on the final exam. The receivingteacher will outline the knowledge and skillsessential for success in the course and suggestways to learn them.

Course CorrectionsIn the spring and/or during the summer, students will receive a listof the courses that they requested. Students and parents have the

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opportunity to request course changes until August 1. After August1, course corrections will only be made for errors in the student’sschedule.

Transfers to Other SchoolsAISD expects students, based on their residence address, to attendtheir assigned schools. However, under certain circumstances, astudent may need or wish to transfer to another campus. To obtaina transfer, the parent must secure a transfer form from the student’sschool office, complete it, and submit it to the Office of StudentServices. Once transferred, a student may not return to his or heroriginal school during the school year unless both principalsagree. See Policy FDB. Transfer students and their parents assumeresponsibility for satisfactory attendance, discipline, achievement,transportation, and cooperation with the school staff while at thetransfer school. If these responsibilities are not met, a transfer maybe revoked. If a transfer is revoked, the student may notsubsequently request a transfer back to the same school.

NCLB Options and Diversity Choice to Other SchoolsIf a student chooses to attend another school through NCLB orDiversity Choice, that school becomes the student’s home schoolthrough the highest grade in the school. (Note: Once an elementaryor middle school student completes the highest grade in the choiceschool, he/she is to attend the next level school as assigned byhis/her residential address.)

Advanced AcademicCourses and Programs

Pre-Advanced Placement Courses (Pre-AP)Academic courses that lead to Advanced Placement courses arereferred to as Pre-Advanced Placement (Pre-AP) courses. Pre- APcourses can be taken in grades 6-11. Emphasis is given to theskills and strategies students need to succeed in AP courses ingrades 11 and 12 and in post-secondary education. Pre-APcourses emphasize critical thinking, additional reading, research,writing, and as appropriate, advanced performance expectations.For a list of Pre-AP courses see Appendix D. High school Pre- APcourses taken receive weighted grade points.

Advanced Placement (AP) CoursesAdvanced Placement (AP) courses are offered at each high school.AP courses provide a college-level curriculum. All AP coursescarry weighted grade points. Students in AP classes spend moretime outside of class reading, writing, and problem solving. Aftercompleting an AP course, students may pay a fee to the CollegeBoard and take the Advanced Placement Exams held each year inMay. Results of the exams are sent to colleges and universities thatthe student designates. Based on the scores and the universitycourse recognition procedures, students may earn college credit.

What benefit do students receive from enrolling in APclasses?Students who take AP courses will challenge themselves, sharpentheir Academic skills, and learn to think independently. Studieshave shown that students who take AP courses are:

� Better prepared academically for college admissionon all measures of ability and achievement;

� Able to perform significantly better over four yearsin college; and

� More likely to be leaders and have significantaccomplishments.

Weighted Grade Points for Advanced Academic CoursesAll high school advanced academic courses carry weighted gradepoints, including Pre-AP, Advanced Placement (AP), InternationalBaccalaureate (IB) courses, which follow outlines and expectationsset forth by the respective academic organization. Magnet, dualcredit and some articulated courses also receive weighted gradepoints. A list of Advanced Academic courses is shown in AppendixD of this guide. See also Appendix A for grading scales and gradepoint conversion of weighted grades.

ACC–AISD ConnectionSeniors in high school are encouraged to get involved with theACC–AISD Connection. Getting involved in the ACC–AISDConnection is an opportunity for a senior to go through the collegeacceptance process with Austin Community College, whileenrolled as an AISD student. This four-step program involves thecollege application process, orientation and optional tour of thecampuses, placement testing, and academic and financial aidcounseling by a college counselor.

Once a senior completes this ACC–AISD Connection, he/she isaccepted into ACC and does not have to reapply, even if he/shedoes not attend the next semester.

There are many advantages in a senior taking part of this program.

� Students who attend a four-year institution canreturn to Austin and take summer courses at ACC toget a jumpstart on credits at their respectiveuniversity.

� If a student is enrolled in the Early College StartProgram and takes dual credit courses at ACC,he/she may be allowed to skip certain parts of theprocess and still be a part of the ACC–AISDConnection. (Students should check with theirguidance counselors when the ACC–AISDConnection process begins.)

� Students who complete the ACC–AISD Connectionupon graduation from high school will be acceptedinto ACC and receive their AISD diploma on thesame graduation day.

� Due to less expensive tuition, fees and other collegecosts, students will find that enrolling in andcompleting courses at ACC will save money intransferring those courses to a four-year university.

� ACC–AISD Connection begins in the fall semesterof the senior year. Parents have the option to waivetheir students from this program.

ACC core curriculum classes transfer completely to Texas publicinstitutions, but certain courses may not transfer from one collegeto another. A student should check with the admissions office at

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his/her college to inquire about what courses will or will nottransfer from ACC.

A student qualifies for the dual credit program by meeting thefollowing requirements:

� Have completed their sophomore year;

� Be limited to a maximum of two (2) college-levelcourses per semester;

� Meet with an AISD counselor and an ACC advisorprior to enrolling in classes;

� Complete the Early College Start form and obtainthe necessary approvals.

� Meet all ACC admissions requirements prior toenrolling in classes (including the THEA test);

� Be recommended by the high school principal ortheir designee and have parental permission.

Students are not required to pay tuition for dual credit courses.However, students are required to purchase course textbooks anda parking permit, if applicable.

Upon completion of a course taken through an Early College StartProgram, a college transcript must be submitted to the registrar’soffice for the purpose of validating credit, including co-enrollmentcourses, if the co-enrollment course is to be used as an advancedmeasure for DAP consideration. Co-enrollment courses arecollege level courses in which a student receives college credit, butnot high school credit.

Advanced Placement (AP) and dual credit students have anopportunity to:

� Obtain college credit or receive an exemption fromlower-level university courses and complete theirdegree sooner;

� Prove to university admission offices that they arewilling to tackle difficult courses; and

� Save tuition expenses based on their scores madeon the AP exams, or by passing dual credit coursesand earning credit for a college class.

Students, who do not know if they will be going to college, can stillenroll in AP classes. All students can benefit from the courses.Students find that the courses demand more, challenge theirthinking, and encourage them to develop academically.

Career and Technical College Articulated CoursesCertain content-enhanced career and technical high schoolcourses have been found to be substantially equal to certainintroductory-level college courses. A student completing thesecourses must achieve a grade of “B” or above to receive articulatedcredit. Completion of the high school course or courses requiredto equal a college course with a “B” or above also counts as aDistinguished Achievement Program (DAP) measure. All courseseligible for college credit are identified on the high schooltranscript with the special explanation course code “A”. This code

helps participating colleges identify courses taught for award ofarticulated college credit. Completion of these college-levelcourses provides a way to start a college technical major in highschool and continue in a community or technical college. Theresult is a certificate or associate degree in a career field. A list ofarticulated courses with Austin Community College, Texas StateUniversity and Texas Tech University is shown in Appendix F.

International Baccalaureate ProgramThe International Baccalaureate (IB) program offered only at L.C.Anderson High School and open to all District students, is aninternationally recognized curriculum that offers eleventh andtwelfth grade students an opportunity to earn an IB Diploma, whichis recognized by universities worldwide. To earn the IB Diploma,students complete courses and test in six IB subjects (one of whichis a second conversational language – Spanish, French, orGerman). Students write an extended essay based on independentresearch guided by a faculty mentor, complete 150 hours ofcreative, action and service activities (CAS), and participate in acritical thinking course called Theory of Knowledge. This advancedcomprehensive program of study offers an integrated approach tolearning across the disciplines with an emphasis on meeting thechallenges of living and working in a global, technological society.Students who take IB courses without completing the entireprogram may earn IB certificates by testing in selected IB courses.

Magnet ProgramsAISD has several advanced academic magnet programs availableto students at the secondary level. The magnet program at KealingMiddle School offers courses in math, science, technology,and the liberal arts. The program at Fulmore Middle School offersspecial emphasis on humanities, international studies, and law. Atthe high school level, the Liberal Arts and Science Academy atLyndon Baines Johnson High School offers students a choice ofenriched academic programs. Admission to magnet programs isselective and by application. Each program has its own applicationform and deadlines. Some common 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 complete information and anapplication. Students who are successful in magnet programs arecommitted to:

� A fast paced and challenging academic program;� An intensive, high energy day;� Budgeting time and activities; and� Working cooperatively with peers.

The magnet programs offer students advanced academic studies inan environment built on collegial relationships, individual growth,and intellectual rigor. Emphasis is placed on independent research,group collaboration, presentation of new learning, and thedevelopment of original designs and solutions. Computers areused as tools to access, process, and generate ideas, and studentshave the opportunity to collaborate with engineers, authors,doctors, and other professionals. Internships, field-basedexperiences, and laboratory studies are also integral componentsof the magnet experience. Students receive transportation from theschool nearest their home to the magnet program in which they are

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enrolled. All magnet students can participate in UIL sponsoredactivities, including athletics, clubs, band, orchestra, and otherextra-curricular activities. For further information contact theappropriate Magnet Program Administrator.

Special Schools and Programs

Gifted and Talented (G/T) ProgramThe Gifted and Talented Program identifies students for services inthe four core areas—English/language arts, mathematics, scienceand social studies. To qualify for this program, students meetspecial criteria through an identification process. G/T studentsreceive differentiated instruction in the core courses in which theyenroll. Those courses may be Pre-AP, Advanced Placement,International Baccalaureate, magnet courses, or in gifted classes.Students in the G/T program explore further and study moreintensively the content of their academic subjects, use greaterinitiative in learning, and surpass the regular curriculum throughindependent study, research projects and extensive reading.

Gonzalo Garza Independence High SchoolGonzalo Garza Independence High School is an openenrollment/choice school designed to meet the needs of students who:

� Have experienced unusual life circumstances thathave created barriers to graduation;

� Have dropped out or are likely to drop out of regularhigh school programs;

� Wish to pursue a high school education as part of acomprehensive program that provides integratedhealth and social services and prepares students forpost-secondary options; and

� Will profit from and thrive in a non-traditionalapproach to learning characterized by integrated,interdisciplinary curriculum that is problem andproject based and enhanced by access totechnology.

Students may enroll in Garza High School at any time during theschool year, provided there is space available. The school day isdivided into four instructional blocks beginning at 9:00 am andending at 3:00 pm. Students may choose appropriate coursesbased on their individual needs. Students must adhere to theschool’s “Code of Honor” and meet local and state requirementsfor graduation. Third year students who have earned ten credits ormore are preferred for admission. For further information, contactGonzalo Garza Independence High School at 414-8614.

DELTA Program (Diversified Education ThroughLeadership, Technology, Academics)The DELTA Program is an academic program available to studentsenrolled in each Austin ISD comprehensive high school, theAlternative Learning Center, Gardner Betts LeadershipProgram and Half-way House, Phoenix House, JJAEP, TravisCounty Detention Center, and Garza Independence High School.The goal of the DELTA Program is to provide an individualized,self-paced instructional program for recovered and potentialdropouts that will help students earn academic credits andgraduate from high school.

Students apply for admission to DELTA, and upon acceptance, theydevelop an academic plan. DELTA students typically spend 2 hoursdaily in the DELTA lab where they work to complete self-pacedlearning modules. The modules include textbook assignments,experimental activities and lessons on NovaNET, a computer-assisted instruction (CAI) program. There is no credit minimumand no expectation that students have mastered TAKS beforeenrolling in DELTA.

DELTA is an open-entry/open-exit program. Contact your highschool counselor for additional information.

Virtual Education ProgramsThe Virtual School Program (VSP) is a non-traditional,home-based academic program that is available to high schoolseniors. The goal of the program is to provide academicopportunities for students who are unable to participate in atraditional classroom setting most often because they are parentsand/or must work full-time for economic reasons. Virtual Schoolstudents earn academic course credits to graduate from highschool. VSP utilizes the same NovaNet on-line curriculum as theDELTA Program.

Virtual Education for Teen Parents (VETP) is a non-traditional, home-based program for pregnant and parenting teensgrades 9-11. The program allows teens the option to earnacademic credits while securing appropriate child-care services.VETP utilizes the same NovaNet on-line curriculum as the DELTAand VSP Programs.

Students apply for admission to VSP and VETP, and uponacceptance, an academic plan is developed. VSP and VETPstudents spend 2-4 hours daily completing self-paced lessons athome on an Internet-ready laptop assigned to them. Speciallytrained VSP and VETP teachers meet with students twice per weekfor a total of 5 hours. Like DELTA, these programs are open-entry/open- exit programs. Contact your high school counselor orregistrar for additional information.

Services for Students withSpecial Needs

English as a Second Language (ESL)The Middle School Language Arts curriculum provides English asa Second Language (ESL) for English language learners (ELLs) sothat students develop their abilities to listen, speak, read, and writein English. ESL Reading is recommended for ELLs who needadditional support in reading on grade level in English. Bothclasses are designed to develop the English language proficiencyneeded to succeed in all-English classes including language arts,math, science, and social studies.

The High School language arts curriculum provides English I andII for Speakers of Other Languages (ESOL I and ESOL II) to recentimmigrant students. Reading in English is recommended toEnglish Language Learners who may not be reading on grade levelto further develop comprehensive English skills. The English as aSecond Language (ESL) teacher provides English instruction tomeet the needs of students at the beginning, intermediate andadvanced levels of proficiency. For recent Spanish-speaking

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immigrant students, Spanish for Spanish Speakers isrecommended to strengthen the students’ primary language andreinforce the Texas Essential Knowledge and Skills required tomeet the standards on TAKS. This is particularly important forstudents with low literacy skills because of interrupted or noschooling prior to enrolling in the school district.

The state graduation plan requires speakers of other languages totake English I for Speakers of Other Languages, English II forSpeakers of Other Languages, English III and English IV. ASheltered English course is recommended for ELLs who, afterbeing in the United States for two or three years, are transitioninginto regular English courses but have not learned enough Englishto perform at the same levels as their native English speakingpeers.

For recent immigrant students who have been in a United Statesschool for fewer than three years, sheltered courses in Algebra,World Geography, and Biology are recommended. When possible,bilingual teachers provide native language support in the contentareas, especially at the beginning of the course.

Participation of LEP/ELL Students in TAKSELL students are required to participate in the TAKS stateassessments. Because of the differing federal and state exemptionprovisions, the State of Texas has implemented a linguisticallyaccommodated testing (LAT) process in mathematics, science, andlanguage arts TAKS for students in AYP grades who meet limitedEnglish proficiency (LEP) exemption criteria under Texas law.

Students are eligible for LAT administrations of TAKS, includingTAKS (Accommodated), if they

� are in grades 3-8 or 10 for LAT mathematicsadministrations

� are in grades 5, 8, or 10 for LAT scienceadministrations

� are in grades 3-8, or 10, for LAT reading/ELA, andare in their second or third year of enrollment inU.S. schools

The state’s online English proficiency assessment in reading,TELPAS Reading, is used during the student’s first year in the U.S.,for students determined exempt from language arts TAKS by theLPAC (Language Proficiency Assessment Committee).

Please note that students receiving special education services areeligible for LAT administrations of TAKS-M mathematics, science,reading, or ELA if they meet the criteria above as well as all TAKS-M participation requirements.

Participation of LEP/ELL Students in TELPASNCLB requires that all eligible LEP students in grades K-12 beassessed annually on the progress they make in learning theEnglish language. The Texas English Language ProficiencyAssessment System (TELPAS) was developed to fulfill thisrequirement and consists of multiple-choice reading tests,holistically rated assessments based on classroom work andteacher observation. Secondary students are assessed withTELPAS holistically rated assessments in the following languagedomains: listening, speaking, and writing.

In addition, students are assessed in the language domain ofreading through the TELPAS Reading. Together, the reading testsand holistically rated assessments provide performance data usedto fulfill state and federal reporting requirements.

TELPAS is an appropriate assessment tool for students receivingTEKS instruction on at least a kindergarten level. In rare cases, theARD comittee and LPAC may determine that a student should notbe assessed in one or more domains due to a disability.

English Language Learners Served by Special EducationELLs who receive special education services have specialeducation needs related to a disability as well as needs related tosecond language learning. It is important for ARD committees andLPACs to work together to ensure that instruction is tailored tomeet each student’s linguistic and special education needs. ARDcommittees and LPACs should keep in mind that LEP-exemptstudents receiving special education services who participate inLAT administrations may also be eligible for otheraccommodations in addition to the linguistic accommodations thatare determined to be appropriate.

Students with Disabilities – Section 504The Rehabilitation Act of 1973, commonly referred to as “Section504,” is a non-discrimination statute enacted by the United StatesCongress. The purpose of the Act is to prohibit discrimination andto ensure that students with disabilities have educationalopportunities and benefits equal to those provided to otherstudents.

An eligible student under Section 504 is a student who has aphysical or mental impairment that substantially limits them in amajor life activity such as learning, self-care, walking, seeing,hearing, speaking, breathing, working and performing manualtasks. See the school counselor for more information aboutservices for qualifying students.

Students with Dyslexia and Related DisordersStudents with dyslexia have difficulty with reading, writing and/orspelling. Each campus has a teacher who is trained to evaluate,instruct, and monitor qualified students. Schools serve studentswith dyslexia or related disorders in a variety of ways determinedby a 504 committee. Services may include specialized instruction,classroom accommodations, and assistive technology. See theschool counselor for more information.

Special EducationSpecial education and related services are specifically designedinstructional services developed to support students withdisabilities within the general curriculum. The intent of the supportservices is to enable all students with disabilities to make progressin the general curriculum, to participate in extracurricular andnonacademic activities, and to be educated and participate withnon-disabled peers in the public school system.

AISD is committed to meeting the needs of students who havecognitive, physical, emotional or learning differences. Eachcampus has a Local Support Team and IMPACT team that meet todiscuss and recommend intervention strategies through generaleducation programming. Students who are referred for specialeducation support and services must participate in an evaluationprocess with formal notice and consent of parents. If evaluation

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information shows eligibility for special education support andservices, an Admission, Review and Dismissal (ARD) Committeedevelops an appropriate educational 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 general educationteachers;

� A special education teacher (The child’s disabilitymay require a teacher certified in a specific area,such as Visual or Auditory impairment);

� Related services provider, if required;

� Language Proficiency Assessment Committeerepresentative, if required;

� Career and Technical Education Representative, ifCTE is being considered for the student.

The program developed by the ARD Committee is referred to as anIndividualized Education Program (IEP). The IEP is implemented inthe least restrictive environment appropriate for the student.

The student and parents have legal rights under the Individualswith Disabilities Education Act (IDEA) that are outlined in theProcedural Safeguards. Parents also receive information fromTexas Education Agency in the booklet, “A Guide to the Admission,Review and Dismissal Process.” Information about these rights areprovided and explained to parents and/or adult students at leastone time per year, and :

� when a student is initially referred for evaluation

� when requested by parent

� at the initial filing of a due process hearing

AISD policies are updated regularly. Please check the AISDwebsite for online policy and up-to-date policy information—www.austinisd.org