PUPIL PROGRESSION PLAN - 2019-2020 Local Education Agency: Livingston Parish Public Schools
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PUPIL PROGRESSION PLAN
2019-2020
Local Education Agency:
Livingston Parish Public SchoolsBackground and Purpose Louisiana state law (R.S. 24.4) requires local education agencies (LEAs) to establish a comprehensive Pupil Progression Plan based on student performance on the Louisiana Educational Assessment Program with goals and objectives that are compatible with the Louisiana Competency-Based Education Program and which supplements the minimum standards approved by the State Board of Elementary and Secondary Education (BESE). The plan shall address student placement and promotion and shall require the student’s mastery of grade-appropriate skills before he or she can be recommended for promotion. The law states that “particular emphasis shall be placed upon the student’s proficiency in grade- appropriate skills which may be considered in promotion and placement; however, each local school board shall establish a policy regarding student promotion and placement.” The law goes on to require the state Department of Education to establish, subject to the approval of BESE, the level of achievement on the fourth and eighth grade LEAP testin mathematics, English language arts, science, and social studiesneeded for students to advance to grades five and nine. BESE must also determine the nature and application of various intervention options to be used when students fail to meet the minimum academic standards approved by the board. BESE established minimum standards in Bulletin 1566 – Pupil Progression Policies and Procedures. In October 2017, BESE approved, as Notice of Intent, revisions to Bulletin 1566 that relate to placement, promotion, and supports and interventions for students not meeting minimum academic standards. BESE has also approved regulations pursuant to state law that relate to placement and promotion in Bulletin 741 – Louisiana Handbook for School Administrators, which includes but is not limited to instructional time, grading policies, and graduation requirements. These bulletins also adhere to federal and state laws and regulations that govern the placement and promotion of students with disabilities, English learners, and transfer students. The purpose of this document is to assist LEAs in developing their required Pupil Progression Plan in accordance with applicable laws and regulations, and to codify LEA policies and procedures related to student placement and promotion. In each section of this document, language that conforms to applicable laws and regulations has been prepopulated. Space is provided for LEAs to add any additional local policies and procedures that fulfill the mandate of the law and support students in acquiring proficiency in grade-appropriate skills. Once completed, submitted to the Louisiana Department of Education, and published locally, teachers shall determine promotion or placement of each student an individual basis. LEAs may review promotion and placement decisions in order to ensure compliance with their established policy, and reviews may be initiated by a school’s governing body, the local superintendent, or a student’s parent or legal custodian. Questions about this document should be directed to PPP@La.Gov
Table of Contents I. Placement of students in kindergarten and grade 1 .....................................................4 II. Placement of transfer students ...................................................................................5 III. Promotion and support for students in kindergarten and grades 1, 2, 3, 5, 6, and 7…...6 IV: Promotion and support of students in grade 4 ............................................................6 V: Promotion and support of students in grade 8 and high school considerations………. ...8 VI: Support for students ................................................................................................ 11 VII: Promotion and placement of certain student populations ........................................ 12 VIII: Alternative education placements ............................................................................ 13 IX: Due process related to student placement and promotion ........................................ 14 X: Additional LEA policies related to student placement and promotion ........................ 15 XI: LEA assurances and submission information ............................................................. 15
I. Placement of students in kindergarten and grade 1
Kindergarten
Schools can only make recommendations to parents regarding student enrollment in kindergarten, since
kindergarten is not mandatory. However, in accordance with state law (R.S. 17:221), once students have
enrolled in kindergarten, they are subject to compulsory attendance laws and promotion requirements
set forth by the LEA.
Every child, as a prerequisite to enrollment in any first grade of a public school, shall meet one of the
following criteria:
attended a full-day public or private kindergarten for a full academic year; or
passed an academic readiness screening administered by the LEA at the time of enrollment for
first grade
The minimum age for kindergarten shall be one year younger than the age required for that child to
enter first grade. Each local educational governing authority, by rule, may provide for a child of younger
age to enter kindergarten, provided that such child has been evaluated and identified as gifted in
accordance with state regulations for such evaluation.
Grade 1
Any child admitted to kindergarten pursuant shall be eligible to enter first grade upon successful
completion of kindergarten, provided all other applicable entrance requirements have been
fulfilled.
The age at which a child may enter the first grade of any public school at the beginning of the
public school session shall be six years on or before September thirtieth of the calendar year in
which the school year begins.
Any child transferring into the first grade of a public school from another state and not meeting
the requirements herein for kindergarten attendance shall be required to pass an academic
readiness screening administered by the LEA prior to the time of enrollment for the first grade.
In the space below, please describe any additional placement considerations or policies required by
the LEA. Include the names of any required assessments and explain how results will be used.
Kindergarten: Age requirements that are aligned with the entry age for first grade must
be met. First grade entrance: Evidence of academic and developmental readiness for
initial placement will be made by SBLC and follow established SBLC protocols for team
membership and attendance. Data sources for review will include Brigance for Grade 1,
STAR Enterprise Early Literacy Assessment, end of Kindergarten Benchmark
Assessment, and/or DIBELS Next Assessment.II. Placement of transfer students
A student who has transferred from a public school, in- or out-of-state, or a nonpublic school,
shall be granted credit for work completed in the previous school. A properly certified
transcript shall be required with the student’s record of attendance, levels of achievement,
history of immunization, and units of credit earned.
Evaluation information for exceptional students transferring from another school system
shall be reviewed by pupil appraisal and approved by a supervisor of special education before
the student is enrolled in a special education program.
Students in grades 5 and 9 transferring to a public school from any in-state nonpublic school, any
approved home study program, or a Louisiana resident transferring from any out-of-state school,
shall be required to pass the English language arts and mathematics portions of the LEAP
placement test.
In the space below, please describe any additional considerations or local policies related to placement
of transfer students.
Requirements for transfer students entering grade 4 or grade 8 or students seeking to
enroll in grade 5 or grade 9 who have never been in membership (Student
membership is determined when an enrolled student is identified by the following
minimum identification elements: state identification number, full legal name, date of
birth, gender, race, district and school code entry date, and grade placement) in a
Louisiana public school(s), students who were in membership in a Louisiana public
school(s) and still reside in Louisiana but attend an out-of-state school, or students
who transferred from Louisiana nonpublic schools or from an approved home
schooling program are as follows:
A grade 4 or grade 8 student who transfers to a Louisiana public school before
the spring administration of the state mandated Louisiana’s Educational
Assessment Program must take and pass the spring administration of the state
mandated standardized assessment in English Language Arts and Mathematics.
A grade 4 or grade 8 student who transfers to a Louisiana public school after
the spring administration of Louisiana’s Educational Assessment Program
(LEAP) but before the end of the school year must take and pass the summer
administration of the locally designed benchmark assessment to be eligible for
promotion to grade 5 or grade 9.
A student who seeks to enroll in a Louisiana public school in grade 5 or grade 9
after the summer administration of the locally designed benchmark
assessment and before school starts must take and pass the state placement
test or the district created benchmark assessment, should state results not be
available in a timely manner, in English Language Arts and Mathematics.
A student who seeks to enroll in a Louisiana public school in grade 5 or grade 9
after school starts and before September 4 must take and pass the state
placement test in English Language Arts and Mathematics. or the district
created benchmark assessment, should state results not be available in a
timely manner, in English Language Arts and Mathematics.
Attendance requirements and/or expulsion may also be considered criteria for
retention.Grades 9-12 Unapproved Schools
Livingston Parish Public Schools will not accept credit from any unapproved non-
public school in or out of state.
Credit will only be awarded to students who score at 75% or higher on locally
developed proficiency exams, based on current curriculum guides and Louisiana
State Standards in the Core Curriculum areas.
Approved Home Study Programs
A student entering a Livingston Parish public school at the secondary level (grades
9-12) from an approved Home Study program will not be granted units of credit
unless the student requests and is administered a locally developed proficiency
exam for each course to be evaluated.
Credit will only be awarded to students who score at 75% or higher on locally
developed proficiency exams in the Core Curriculum areas, based on current
curriculum guides and Louisiana State Standards.
Livingston Parish Schools may require all or some of the following from students
applying for admission from home schooling in order to determine proper grade
placement:
Copies of the student’s work
Copies of standardized tests
Attendance verification
List of books and materials used
Complete outlines of each subject taught during the home schooling period
Statements by third parties who have observed the student’s progress.
Any other evidence of the quality of the home schooling program
Placement policies for transfer students entering transitional 9 th grade:
Students in grade eight failing to meet promotional standards and seeking
enrollment in a Livingston Parish Public School from any nonpublic school, home
schooling program, or out of state transfers will be considered for placement in
Transitional 9th grade if enrolling prior to 10/1. Placement decisions will be made
based on LEAP 2025 results, district created benchmark exam, information from
transfer school, and other evidence of grade level proficiency.III. Promotion for students in kindergarten and grades 1, 2, 3, 5, 6, and 7
Teachers shall, on an individual basis, determine the promotion of each student according to the local
Pupil Progression Plan. Particular emphasis shall be placed upon the student’s proficiency in grade-
appropriate skills.
In the space below, please describe the LEA’s policies and procedures that will be used to determine
promotion for students in Kindergarten and Grades 1, 2, 3, 5, 6, and 7.
KINDERGARTEN
1. Attendance: MUST be present a minimum of 167 days to be eligible to receive credit.
Exceptions can be made only in the event of extended personal illness as verified by a
physician and/or extenuating circumstances as approved by the Parish Supervisor of Child
Welfare and Attendance, in consultation with the principal.
2. Any child not able to meet kindergarten attendance requirements due to illness or
extraordinary, extenuating circumstances as determined by the school governing authority
(Child Welfare and Attendance Supervisor), shall be required to satisfactorily pass an
academic readiness screening administered by the school system prior to the time of
enrollment for the first grade. The school principal and the Child Welfare and Attendance
Supervisor will work in collaboration to determine promotion due to illness, or extraordinary,
extenuating circumstances.
3. Successful completion of kindergarten as demonstrated by student performance.
4. Students demonstrating lack of academic readiness for promotion to Grade 1 will have
promotion decisions made by SBLC and follow established SBLC protocols for team
membership and attendance. Data sources for review will include Brigance for Grade 1, STAR
Enterprise Early Literacy Assessment, end of Kindergarten Benchmark Assessment, and/or
DIBELS Next Assessment.
5. Students who do not attend a full-day state approved kindergarten or did not receive credit
for Kindergarten due to excessive absences will not be held to higher standards than those
students who do.
6. The age requirements are aligned with the entry age for first grade.
FIRST GRADE
1. Attendance: MUST be present a minimum of 167 days to be eligible to receive credit.
Exceptions can be made only in the event of extended personal illness as verified by a physician
and/or extenuating circumstances as approved by the Parish Supervisor of Child Welfare and
Attendance, in consultation with the principal.
2. Must pass 4 or more units of study: Basic subjects and unit value for each subject for grade
1:
ELA Block (2 units) OR Reading
(1 unit) & Language & Spelling (1 unit) Mathematics (1 unit)
Social Studies (1/2 unit)
Science (1/2 unit)
Physical Education (1/2 unit)
Art/Music or Foreign Language (1/2 unit)
Students failing to earn units of study in ELA or Reading/Language & Spelling, and/or Mathematics will
have the district created benchmark assessment administered in the subject area in which the student
failed to master the standards. Students must score a 67% or higher in order to be given consideration
by the school’s Pupil Progression Committee to promote to the next grade.
SECOND GRADE
1. Attendance: MUST be present a minimum of 167 days to be eligible to receive credit.
Exceptions can be made only in the event of extended personal illness as verified by a physician
and/or extenuating circumstances as approved by the Parish Supervisor of Child Welfare and
Attendance, in consultation with the principal.
2. Must pass 4 or more units of study: Basic subjects and unit value for each subject for grade
2:
ELA Block (2 units) OR Reading
(1 unit) & Language & Spelling (1 unit)
Mathematics (1 unit)
Social Studies (1/2 unit)
Science (1/2 unit)
Physical Education (1/2 unit)
Art/Music or Foreign Language (1/2 unit)
Students failing to earn units of study in ELA or Reading/Language & Spelling, and/or Mathematics
will have the district created benchmark assessment administered in the subject area in which the
student failed to master the standards. Students must score a 67% or higher in order to be given
consideration by the school’s Pupil Progression Committee to promote to the next grade.
THIRD GRADE
1. Attendance: MUST be present a minimum of 167 days to be eligible to receive credit.
Exceptions can be made only in the event of extended personal illness as verified by a physician
and/or extenuating circumstances as approved by the Parish Supervisor of Child Welfare and
Attendance, in consultation with the principal.
2. Must pass MORE than 4 units of study: Basic subjects and unit value for each subject for
grade 3:
ELA Block (2 units) OR Reading
(1 unit) & Language & Spelling (1 unit)
Mathematics (1 unit)
Social Studies (1 unit)
Science (1 unit)
Physical Education (1/2 unit)
Art/Music or Foreign Language (1/2 unit)Students failing to earn units of study in ELA or Reading/Language & Spelling, and/or
Mathematics will have the district created benchmark assessment administered in the
subject area in which the student failed to master the standards. Students must score
a 67% or higher in order to be given consideration by the school’s Pupil Progression
Committee to promote to the next grade.
FIFTH GRADE
1. Attendance: MUST be present a minimum of 167 days to be eligible to receive credit.
Exception can be made only in the event of extended personal illness as verified by a physician
and/or extenuating circumstances as approved by the Parish Supervisor of Child Welfare and
Attendance, in consultation with the principal.
2. Must pass MORE than 4 units of study: Basic subjects and unit value for each subject for
grade 5:
ELA Block (2 units) OR Reading (1 unit) & Language & Spelling (1 unit)
Mathematics (1 unit)
Social Studies (1 unit)
Science (1 unit)
Physical Education (1/2 unit)
Art/Music or Foreign Language (1/2 unit)
Students failing to earn units of study in ELA or Reading/Language & Spelling, and/or Mathematics
will have the district created benchmark assessment administered in the subject area in which the
student failed to master the standards. Students must score a 67% or higher in order to be given
consideration by the school’s Pupil Progression Committee to promote to the next grade.
SPECIAL CONSIDERATIONS:
5th grade students enrolled in a Middle School or Junior High Setting must meet the following
academic criteria for promotion:
a. In a six (6) period schedule, students must pass MORE than four (4) units of
course work.
b. In a seven (7) period schedule, students must pass MORE than five (5) units of course
work, unless one (1) of the units not passed is an elective. In this instance, the Pupil
Progression Committee will determine eligibility for promotion.
Students failing to earn units of study in ELA or Reading/Language & Spelling, and/or Mathematics
will have the district created Common Summative Assessment (CSA) in the subject area in which the
student failed to master the standards. Students must score a 60% or higher in order to be given
consideration by the school’s Pupil Progression Committee to promote to the next grade.
SIXTH GRADE
Attendance: MUST be present a minimum of 167 days to be eligible to receive credit for the
courses taken. Students in grade 6 following a junior high schedule will meet
attendance requirements for junior high schools (see attendance requirements for grade 7
and/or grade 8). Exceptions can be made only in the event of extended personal illness as
verified by a physician and/or other extenuating circumstances as approved by the Parish
Supervisor of Child Welfare and Attendance, in consultation with the principal.
In a six (6) period schedule, students must pass MORE than four (4) units of course work. In a seven (7) period schedule, students must pass MORE than five (5) units of course work, unless one (1) of the units not passed is an elective. In this instance, the SBLC/Building Level Committee will determine eligibility for promotion. ELA Block (2 units) or Reading (1 unit), Language & Spelling (1 unit) Mathematics (1 unit) Social Studies (1 unit) Science (1 unit) Music/Art (½ unit) Foreign Language (½ unit) Health/Physical Education (½ unit) SPECIAL CONSIDERATIONS: Students failing to earn units of study in ELA or Reading/Language & Spelling, Mathematics, Science, and/or Social Studies will use the combined total points of the Common Summative Assessments (CSA) given each quarter to calculate an average score of the 4 combined CSAs (calculated using points earned/points possible) in the subject area in which the student failed to master the standards. Students must score a 60% or higher in order to be given consideration by the school’s Pupil Progression Committee to promote to the next grade. The combined score will be used to override classroom grades for pupil progression purposes. Students who move to the school after an administration of all CSAs will be administered a district created assessment that assesses required standards for each content area in which he/she is not earning the required units of study. Students who move to the school and do not have all 4 CSAs and are in danger of not earning required units of study in a content area will be administered the quarterly CSAs that were not previously assessed. A student who has been retained in Grades K-3 will be retained not more than one (1) additional time for failure to meet academic requirements in Grades 4-6. A student who has not been retained for academic requirements in Grades K-3, may be retained twice in Grades 4-6, and will not repeat the same grade more than once. A student’s retention resulting from failure to meet attendance requirements takes precedence over academic retention and does NOT count toward the maximum number of times the student may be retained at that level. Students with disabilities who participate in LAAI shall have promotion decisions determined by the IEP team. A student may be promoted although the recommendation for promotion is in conflict with the criteria for promotion. This recommendation must be accompanied by written documentation stating the reasons for special consideration for promotion. This recommendation must be approved by the Building Level Committee, which should discuss promotion or retention of a student and should not require the attendance of the Pupil Appraisal staff. This committee will present a list of students promoted in conflict with the criteria and written documentation for promotion to the Central Office Review Committee. This provision is indicative of the fact that Livingston Parish will not fail to recognize a student as an individual.
SEVENTH GRADE
Attendance: MUST be present a minimum of 167 days to be eligible to receive credit for the
courses taken. Students in grade 6 following a junior high schedule will meet
attendance requirements for junior high schools (see attendance requirements for grade 7
and/or grade 8). Exceptions can be made only in the event of extended personal illness as
verified by a physician and/or other extenuating circumstances as approved by the Parish
Supervisor of Child Welfare and Attendance, in consultation with the principal.
In a six (6) period schedule, students must pass MORE than four (4) units of course work.
In a seven (7) period schedule, students must pass MORE than five (5) units of course work,
unless one (1) of the units not passed is an elective. In this instance, the SBLC/Building Level
Committee will determine eligibility for promotion.
ELA Block (2 units) or Reading (1 unit), Language & Spelling (1 unit)
Mathematics (1 unit)
Social Studies (1 unit)
Science (1 unit)
Music/Art (½ unit)
Foreign Language (½ unit)
Health/Physical Education (½ unit)
SPECIAL CONSIDERATIONS:
Students failing to earn units of study in ELA or Reading/Language & Spelling, Mathematics,
Science, and/or Social Studies will use the combined total points of the common summative
assessments given each quarter to calculate an average score of the 4 combined CSAs (calculated
using points earned/points possible) in the subject area in which the student failed to master the
standards. Students must score a 60% or higher in order to be given consideration by the
school’s Pupil Progression Committee to promote to the next grade. The combined score will be
used to override classroom grades for pupil progression purposes.
Students who move to the school after an administration of all CSAs will be administered a
district created assessment that assesses required standards for each content area in which
he/she is not earning the required units of study.
Students who move to the school and do not have all 4 CSAs and are in danger of not earning
required units of study in a content area will be administered the quarterly CSAs that were not
previously assessed.
A student who has been retained two (2) times during Grades K-6 for academic reasons may
not be retained more than one (1) additional time for academic reasons in Grade 7.
A student will not be in the same grade more than two years due to academic retention. A
student who has not been retained or retained only one (1) time in Grades K-6 may be retained a
maximum of two (2) times for academic reasons in Grades 7 and 8. The maximum number of
retentions for academic reasons in Grades K-8 will not exceed three (3).
A student’s retention resulting from failure to meet attendance requirements takes
precedence over academic retention and does NOT count toward the maximum number of times
the student may be retained at that level.
Students with disabilities who participate in LAAI shall have promotion decisions determined
by the IEP team.IV. Promotion of students in grade 4
Each LEA shall identify third and fourth grade students who have not met an acceptable level of
performance that would enable them to successfully transition to the next grade level. Fourth
grade students who have not met the acceptable level of performance may be retained or
promoted, but in either case, shall be provided with an individual academic improvement plan
that adheres to the following requirements:
o The school shall convene an in-person meeting with the student’s parent or legal
custodian, all teachers of core academic subjects, and specialized support personnel, as
needed, to review the student’s academic strengths and weaknesses, discuss any other
relevant challenges, and formulate an individual academic improvement plan designed to
assist the student in achieving proficiency in all core academic subjects. All participants
shall sign the documented plan and meet to review progress at least once more before
the next administration of the LEAP assessment.
o The student shall be provided with focused, on-grade level instructional support that is
appropriate to the content area(s) in which the student has not yet achieved proficiency.
Instruction shall be aligned with state academic content standards.
o The student shall be identified as requiring an academic improvement plan in the state
Student Information System (SIS).
o The student shall be afforded the opportunity to receive grade-level instruction during the
summer.
o Each LEA shall adopt a written policy pertaining to the development of individual
academic improvement plans. This policy shall be included in the Pupil Progression Plan.
o The Department shall audit a random sampling of students identified as needing an
individual academic improvement plan in each local education agency each year.
The LDOE will provide to each LEA a roster of third and fourth grade students who have scored
below the “Basic” achievement level in at least two core academic subjects. Such roster will assist
the LEA in making final determinations relative to students’ required individual academic plans.
o The decision to retain a student as a result of his/her failure to achieve the standard on
the LEAP shall be made by the LEA in accordance with this pupil progression plan.
o The individual academic improvement plan shall continue to be in effect until such time
as the student achieves a score of “Basic” in each of the core academic subjects that
initially led to the development of the student’s individual academic plan.In the space below, please describe any local policies or additional considerations used to determine
promotion of students at the end of the fourth grade.
Promotion criteria for fourth grade students:
1. Attendance: MUST be present a minimum of 167 days to be eligible to receive credit.
Exception can be made only in the event of extended personal illness as verified by a physician
and/or extenuating circumstances as approved by the Parish Supervisor of Child Welfare and
Attendance, in consultation with the principal.
2. Must pass MORE than 4 units of study: Basic subjects and unit value for each subject for
grade 4:
ELA Block (2 units) OR Reading (1 unit) & Language & Spelling (1 unit)
Mathematics (1 unit)
Social Studies (1 unit)
Science (1 unit)
Physical Education (1/2 unit)
Art/Music or Foreign Language (1/2 unit)
3. Students who do not pass ELA and/or Math based on academic criteria must be administered
the 4th grade End of Year benchmark assessment to determine if summer remediation is
required.
Students must score a 67% or above to be considered for placement in grade 5 by the
school Pupil Progression Committee.
Students scoring below 67% must attend summer remediation; regardless of
LEAP2025 scores.
4. Summer retesting of the District benchmark assessment is required and the Pupil Progression
Committee at the school level will use a variety of data sources to determine if the student is
ready to promote to grade 5.
SPECIAL CONSIDERATIONS
Students who meet academic requirements in fourth grade and progress to 5th grade in the
18-19 school year but fail to meet assessment standards of basic or above on LEAP 2025 in
the core areas after scores are released in summer 2018 must attend 10 hours of
remediation prior to Oct. 1, 2019 in order to remain in 5th grade.V. Promotion and support of students in grade 8 and high school
considerations
a. Promotion of students in grade 8
Regular Grade 8 Promotion
Eighth grade students shall score at least at the “Basic” achievement level in either English
language arts or mathematics and “Approaching Basic” in the other subjects in order to be
promoted to the ninth grade. Students who do not meet the promotion standard after taking the
eighth grade state assessments in the spring, following the completion of summer remediation,
may be placed on a high school campus in the transitional ninth grade. For any student who
recently completed the eighth grade and is transferring into the LEA from another state or
country after the completion of summer remediation, the LEA shall review the student’s
academic record to determine appropriate placement in ninth grade or transitional ninth grade.
Such placement shall occur no later than October 1 of each school year.
Grade 8 Promotion Waivers
The LEA may waive the state policy for students scoring at the “Unsatisfactory” level in
English language arts or mathematics, if the student scores at the “Basic” level in the
other, provided that the student has participated in the spring administrations of LEAP
and has attended the summer remediation program offered by the LEA.
An LEA, through its superintendent, may grant a waiver on behalf of individual students
who are unable to participate in LEAP testing or unable to attend LEAP summer
remediation, including summer remediation required for placement in transitional ninth
grade, because of one or more of the following extenuating circumstances as verified
through appropriate documentation:
o Physical Illness―appropriate documentation must include verification that the
student is under the medical care of a licensed physician for illness, injury, or a
chronic physical condition that is acute or catastrophic in nature. Documentation
must include a statement verifying that the illness, injury, or chronic physical
condition exists to the extent that the student is unable to participate in
remediation.
o Custody Issues―certified copies of the court-ordered custody agreements must
be submitted to the LEA at least ten school days prior to summer remediation
Transitional 9th Grade
Any first-time eighth grade student who does not meet the passing standard set forth in BESE
Bulletin 1566, §703, and any student not eligible for any waiver pursuant to §707 of the bulletin,
after completing summer remediation, may be placed on a high school campus in transitional
ninth grade. LEAs shall follow the guidelines set forth in §703 to determine, based on evidence of student
learning, whether eighth grade students may be promoted to the ninth grade or placed on a
high school campus in transitional ninth grade. The percentage of an LEA’s eighth graders
placed in transitional ninth grade is expected to remain stable over time. In the event that the
percentage of an LEA’s eighth graders placed in transitional ninth grade exceeds the percentage
of eighth graders in that LEA eligible for transitional ninth grade at the conclusion of the prior
school year, the local superintendent of that LEA shall provide a written justification to the state
superintendent.
The initial decision to place a student in the transitional ninth grade or to retain a student in the
eighth grade shall be made by the school in which the student is enrolled in the eighth grade,
in consultation with the student’s parents.
The LEA shall admit transitional ninth grade students, subject to any admissions requirements
approved by the school’s governing authority or charter authorizer.
For any student who recently completed the eighth grade from another state or country and is
transferring into the LEA after summer remediation has taken place, the LEA shall review the
student’s academic record to determine appropriate placement in ninth grade or transitional
ninth grade. Students placed in the transitional ninth grade shall complete the remediation
program offered by the LEA. Such placement shall occur no later than October 1 of each school
year.
After one full year of transitional ninth grade, students shall be included in the ninth grade
graduation cohort for high school accountability purposes.
Students enrolled in transitional ninth grade shall receive appropriate academic supports in any
subjects in which they did not score at or above proficient, as determined by BESE. A plan
outlining such academic supports shall be included in the student’s individual graduation plan
(IGP). Progress pursuant to such specified academic supports shall be reviewed at least once
throughout the school year in order to determine effectiveness and any needed adjustments.
In the space below, please describe any local policies or additional considerations used to
determine promotion of students at the end of the eighth grade.
Promotion of first time 8th grade students.
1. Attendance: MUST be present a minimum of 167 days to be eligible to receive credit.
Exception can be made only in the event of extended personal illness as verified by a
physician and/or extenuating circumstances as approved by the Parish Supervisor of
Child Welfare and Attendance, in consultation with the principal.
2. In a six (6) period schedule, students must pass MORE than four (4) units of course
work.In a seven (7) period schedule, students must pass MORE than five (5) units of course
work, unless one (1) of the units not passed is an elective. In this instance, the
SBLC/Building Level Committee will determine eligibility for promotion.
o ELA Block (2 units) or Reading (1 unit), Language & Spelling (1 unit)
o Mathematics (1 unit)
o Social Studies (1 unit)
o Science (1 unit)
o Music/Art (½ unit)
o Foreign Language (½ unit)
o Health/Physical Education (½ unit)
If the student meets the attendance requirement and earns more than four (4)
units of course work in a six (6) period schedule or five (5) units in a seven (7)
period schedule, he/she is eligible for promotion.
Students failing to earn units of study in ELA or Reading/Language & Spelling,
Mathematics, Science, and/or Social Studies will use the combined total points of the
common summative assessments given each quarter to calculate an average score of
the 4 combined CSAs (calculated using points earned/points possible) in the subject
area in which the student failed to master the standards. Students must score a 60%
or higher in order to be given consideration by the school’s Pupil Progression
Committee to promote to the next grade. The combined score will be used to
override classroom grades for pupil progression purposes.
Students who move to the school after an administration of all CSAs will be
administered a district created assessment that assesses required standards for each
content area in which he/she is not earning the required units of study.
Students who move to the school and do not have all 4 CSAs and are in danger of not
earning required units of study in a content area will be administered the quarterly
CSAs that were not previously assessed.
A student who has been retained for academic purposes in Grades K-3 will not be
retained more than 1 additional time in Grades 4-6 and retained once in Grades 7-8.
The maximum number of retentions for academic reasons in Grades K-8 will not exceed
three (3).
A student’s retention resulting from failure to meet attendance requirements takes
precedence over academic retention and does NOT count toward the maximum
number of times the student may be retained at that level.
After completion of summer remediation and retest, students who do not meet the
established promotional criteria can be eligible to become a Transitional 9 th grade
student on a high school campus.
After completion of summer remediation and retest, students who meet the
established promotional criteria will be eligible to be promoted to 9th grade.
Have a review of the promotion decision, based on the stated criteria:o The review is the responsibility of the Pupil Progression Committee. The
principal will coordinate the decision-making process of the committee and
the parents in the best interest of the student involved.
o Meet the academic requirements of a state approved summer school to
remove the deficiency of passing at minimum level of instruction for students
not passing grade level course work.
o Approval by the principal must be given prior to enrollment in summer school.
Each situation involving summer school must include a conference between
the parent and the principal to determine if the results of summer school can
adequately meet the criteria for promotion.
Summer Remediation and Promotion Eligibility Guidelines
Students who pass ELA and/or mathematics courses or score at or above 60% on the
district created Common Summative Assessments (CSA)are eligible for promotion.
Students who do not pass ELA and/or mathematics course(s) and score at or between
45% and 59% on the district created Common Summative Assessment (CSA) will have
promotion determined by SBLC.
Students who do not pass ELA and/or mathematics courses(s) and score at or below
44% on the Common Summative Assessment (CSA) are required to attend summer
remediation and retest.
Students who do not pass ELA and/or mathematics course(s) and score at or below
49% on the district created benchmark exam are required to attend summer
remediation and retest.
Students who do not pass the ELA and/or mathematics course(s) and score at or
between 50% and 66% on the district created benchmark exam are required to attend
summer remediation and retest.
Students with an “F” in the third or fourth nine-week grading period in ELA and/or
mathematics course(s) and score at or above 67% on the district created benchmark
exam while earning four or more quality points are eligible for promotion.
Students with an “F” in the third or fourth nine-week grading period in ELA and/or
mathematics course(s) and score at or between 50% and 66% on the district created
benchmark exam while earning four or more quality points will have promotion
determined by SBLC.
Parents will be notified of summer remediation attendance requirements by the
home-based school in May and the appropriate documentation of notification will be
provided to parents.Clarification – Summer Remediation Determination
Course Initial Benchmark Summer Remediation (Yes or
No)
Pass Class Scored 67% or above No
Pass Class Scoring at or between 50% and SBLC/PPP Decision
66%
Pass Class Scored at or below 49% Yes
Fail Class Scored at or below 66% Yes
F in 3rd or 4th nine-week and Scored at 67% or above No
earns 4 or more quality points
F in 3rd or 4th nine-week and Scored at or between 50% and SBLC/PPP Decision
earns 4 or more quality points 66%
Promotion Guidelines Following Summer Remediation
Students who score at or above 60% on the ELA and/or mathematics summer
Common Summative Assessment (CSA) will be promoted to Grade 9.
Students who score at or between 45% and 59% on the ELA and/or mathematics
summer Common Summative Assessment (CSA) will have promotion/classification
determination made by Pupil Progression Committee as either Grade 9 or T9
placement.
Students scoring at or below 45% on the ELA and/or mathematics retest will be
classified as a transitional 9th grade student. No Pupil Progression Committee
meeting is required.
The Pupil Progression Committee shall include members from both the 8 th grade
school and the receiving school. Parents must be part of the Pupil Progression
Committee and sign the appropriate documentation accepting the transitional 9th
grade placement.
SPECIAL CONSIDERATIONS
Students who meet academic requirements in fourth grade and progress to 5 th grade
in the 18-19 school year but fail to meet assessment standards of basic or above on
LEAP 2025 in the core areas after scores are released in summer 2018 must attend 10
hours of remediation prior to Oct. 1, 2019 in order to remain in 5th grade.
Clarification – Transitional 9th Grade or 9th Grade (After Summer Retesting)
Summer Retest Pupil Progression Committee T9 or Grade 9
Scored 60% or above Not Required Grade 9
Scored at or between 45% and SBLC/Pupil Progression Committee T9 or Grade 9
59%
Scored at or below 45% Not Required T9 The Pupil Progression Committee shall include members from both the 8th grade
school and the receiving high school along with the parents.
Students must complete summer remediation and retest to be eligible for transitional
9th grade status.
b. High school promotion and transition considerations
Instructional Minutes: When awarding credit based on instructional time, LEAs shall provide a
minimum of 7,965 instructional minutes for one Carnegie credit, and students shall be in
attendance for a minimum of 7,515 minutes. In order to grant one-half Carnegie credit, LEAs shall
provide a minimum of 3,983 instructional minutes, and students shall be in attendance for a
minimum of 3,758 minutes.
Individual Graduation Planning: By the end of the eighth grade, every student (with the
assistance of his parent or other legal custodian and school guidance personnel, counselor) or
IEP team (when applicable) shall begin to develop an Individual Graduation Plan (IGP). An IGP
guides the next academic year's coursework, assisting students in exploring educational and
career possibilities and in making appropriate secondary and postsecondary education decisions
as part of an overall career/postsecondary plan.
Financial Aid Planning: Louisiana requires public school students graduating spring 2018 and
beyond to take one of the following steps as part of their Individual Graduation Plan:
1. Complete the FAFSA; or
2. Complete the Louisiana TOPS form; or
3. Certify a waiver in writing to the LEA (sample: non-participation LEA form/Letter); or
4. Receive a waiver through the district hardship waiver process.
Early Graduation: Each LEA shall develop an early graduation program allowing students to
accelerate their academic progress, complete all state graduation requirements, and receive a
high school diploma in less than four years.
The early graduation program may include distance education (§2326), dual enrollment
(§2327), and Carnegie credit and credit flexibility (§2314).
LEAs shall not have any policies or requirements that would prevent students from
graduating in less than four years.In the space below, please describe any local policies or additional considerations used to
determine the promotion of students in Grades 9 and above and to support their attainment of
a high school diploma.
Below are detailed and specific LEA Carnegie unit requirements and promotion requirements
by grade level for Grades 9-12.
Students in Grades 9-12 will be promoted when they have earned the required
number of credits, as indicated below by obtaining a semester grade of “D” or better
in each ½ unit or full unit course completed as determined by the teacher of the
content area. Students may earn a ½ unit of credit in all eligible subjects to meet the
required number of credits for students under the 23 or 24 unit plan:
9th Grade 0 - 4.99 Units
10th Grade 5 - 10.99 Units
11th Grade 11 - 16.99 Units
12th Grade 17+ Units
REQUIRED UNITS BY AGE
5 Units by 17 years
10 Units by 18 years
15 Units by 19 years
There is no limit to the number of times that a student can be retained in a grade
level. However, if sufficient additional credits are earned by successfully completing
courses through Livingston Parish Public Schools approved credit recovery, approved
virtual school, approved correspondence, private piano instruction, and/or approved
acceleration programs, the student shall be promoted at the beginning of each school
year unless the student qualifies as a graduating senior. Students must seek approval
prior to enrolling in any program to be sure that the program is approved by
Livingston Parish Public Schools.Students may graduate when they have successfully completed the required number
of units as specified in Bulletin 741 and other BESE policies.
Eligibility for student participation in courses as specified in Bulletin 741 shall be a
local administrative decision based upon middle school academic records and teacher
recommendation providing all federal, state, and parish guidelines are not violated. In
addition to completing a minimum of 23 or 24 Carnegie Units of credit as stated in
Bulletin 741 and other BESE policies, students shall also be required to meet the
Louisiana Assessment criteria to receive a high school diploma. Students must also
complete all requirements of selected diploma pathway.
The function as follows: individuals and/or committees in the decision-making process
are:
The individual teacher of each content area will make decisions for the course grade
based on teacher-made and/or company-prepared tests, assignments, pupil
participation, or any other proper evaluative criteria. However, before a teacher
determines a semester grade in a course, attendance requirements must be met by
the student.
Exception can be made only in the event of extended personal illness, verified by a
physician or other extenuating circumstances approved by the Parish Supervisor of
Child Welfare and Attendance, in consultation with the principal.
Senior students are not to be dismissed from classes no more than 10 instructional
days prior to the end of the school year.
For distance learning courses, time requirements do not apply and must be
preapproved and through a district approved provider (# 2326 Bulletin 741).
Students must seek approval prior to enrolling in any program to be sure that the
program is approved by Livingston Parish Public Schools.
For credit recovery courses, follow the policy #2324 of Bulletin 741. Students must
seek approval prior to enrolling in any program to be sure that the program is
approved by Livingston Parish Public Schools.
Credit Flexibility
Students enrolled in a course for the first time, which is not a credit recovery course or
part of an accelerated program, shall only earn credit by passing a course in which the
student is enrolled and meeting instructional time requirements, once the school year has
begun. Once students have attempted a credit through seat time they cannot be
awarded a credit based on a proficiency exam. For additional details, see Bulletin 741
#2314.
Proficiency credit can be earned when a school official believes that a student has
mastered eligible subject matter, prior to attempting seat time, and reached the same or
a higher degree of proficiency as that of a student who has successfully completed an
equivalent course at the regular high school or college level. Once these conditions aremet, the school official may give such student a district approved proficiency examination
for high school credit.
Carnegie credit awarded will be added to the student’s transcript using a “P”
indicating the student passed the proficiency exam scoring 75% or higher. The
assigned grade will not be included in the student GPA. The student should speak to
the local administration or school counselor about the implications of receiving a “P”,
rather than a letter grade.
Students meeting the requirements for Carnegie credit based on proficiency shall
have the course title, the year proficiency was demonstrated, P (pass), and the unit of
credit earned entered on their transcript.
High school administration determines when and if a proficiency test can be
administered.
Acceleration Grades 9-12
Students in grades 9-12 may be accelerated.
Any student with prior approval who has earned high school credit through
acceleration while enrolled at the middle school level will be granted the unit of
credit. The unit of credit earned will be granted in accordance with procedures as
outlined in Bulletin 741.
Any student with prior approval of his high school principal and the district high
school Supervisor of Curriculum will be granted units of credit upon successfully
completing courses through the Livingston Parish Public Schools approved
correspondence providers, summer school, and/or virtual schools. Students must
seek approval prior to enrolling in any program to be sure that the program is
approved by Livingston Parish Public Schools.
High School Credit for College Courses (Applies to Students Attending College Part-Time)
The following policies apply to students attending colleges or other postsecondary
institutions on a part-time basis whether on the college campus or through dual credit
programs on the high school campus.
The principal of the high school shall approve in advance the course to be pursued by
the student in college.
The student shall meet entrance requirements as established by the college.
The principal of the high school shall verify that the content of the college course
meets the standards and grade-level expectations of the high school course for which
the student is receiving credit.
If attending on the college campus, the student shall earn at least two or three college
hours of credit per semester. A course consisting of at least two college hours shall be
counted as no more than one unit of credit toward high school graduation.
The high school administrator shall establish a procedure with the college to receive
reports of the student’s performance. College courses shall be counted as high school subjects for students to meet
eligibility requirements to participate in extra-curricular activities governed by
voluntary state organizations.
Students may participate in college courses and special programs during regular or
summer session if approved by the high school administration
VI. Support for students
School year support
The individual academic plan for each student identified in §701 of BESE Bulletin 1566 will outline
the responsibilities of each party for students who have failed to achieve the standards by the
end of fourth grade.
The LEA will design and implement additional instructional strategies to move the students to
grade-level proficiency by providing at least two of the following, which will be documented in
the individual academic improvement plan:
o The student is placed in the classroom of a teacher who has been rated “Highly Effective”
pursuant to his/her most recent evaluation or has achieved a value-added rating of
“Highly Effective” pursuant to his/her most recent evaluation, or has documented
evidence derived from state summative assessments of improving the academic
performance of students having individual academic improvement plans in the past.
o The student completes summer remediation.
o Additional instructional time is provided during or outside of the school day to expose the
student to high-quality instruction. This will not result in a student being removed from
English language arts, mathematics, science, or social studies courses.
o The student is provided access to on grade-level instruction that is aligned to Louisiana
State Standards, which may include some below grade-level content and support needed
to address the student’s identified weaknesses.
Remediation programs used throughout the school day and school year will not account for more
than 35 percent of total instructional minutes.
The LEA will offer, at no cost, extended, on-grade level instruction through summer remediation to
students who did not take the spring LEAP tests or who failed to meet the standard set forth in §701 and
§703 of BESE Bulletin 1566. The LEA will provide transportation to and from the assigned remediation
summer site(s) from, at a minimum, a common pick-up point.
Student with disabilities attending summer remediation will receive special supports as needed.
Summer remediationPursuant to state law (R.S. 17:24.4), LEAs shall continue to offer summer remediation to any student not
meeting promotion standards as determined by BESE. Summer remediation programs will meet all of
the following requirements:
Uses curriculum determined by the Louisiana Department of Education to fully align to Louisiana
State Standards (Bulletin 141 – Louisiana Standards for English Language Arts, Bulletin 142 –
Louisiana Standards for Mathematics, Bulletin 1962 – Louisiana Science Content Standards, and
Bulletin 1964 – Louisiana Social Studies Content Standards).
Utilizes teachers rated “Highly Effective” pursuant to the teacher’s most recent evaluation or have
achieved a value-added rating of “Highly Effective” on the most recent evaluation.
Limits remedial (below grade-level) instruction to only necessary and focused skills as identified
from top-quality assessments and does not account for more than 35 percent of the total summer
remediation instructional time.
VII. Promotion and placement of certain student populations
Students with disabilities
Students with disabilities attending summer remediation shall receive special supports as
needed.
IEP teams shall determine promotion to the next grade level for a student with a disability who
fails to meet state or local established performance standards for the purposes of promotion.
Such determination shall be made only if, in the school year immediately prior to each grade level
in which the student would otherwise be required to demonstrate certain proficiency levels in
order to advance to the next grade level, the student has not otherwise met the local
requirements for promotion or has not scored at or above the basic achievement level on the
English language arts or mathematics components of the required state assessment and at or
above the approaching basic achievement level on the other (Bulletin 1530 §403).
English learners
The requirements of Title VI of the Civil Rights Act of 1964 are as follows:
o Establish procedures to identify language minority students.
o Establish procedures to determine if language minority students are Limited English
Proficient.
o Establish procedures for age-appropriate placement and determine the specialized language
services or program the district will use to address the linguistic and cultural needs of the
Limited English Proficient student.
Limited English Proficient (LEP) students shall participate in the statewide assessments pursuant
to Bulletin 118. Increasing the expectations for the academic content that students must master
in grades K-12 requires a parallel increase in expectations for English language acquisition.o Establish procedures to monitor former Limited English Proficient students for two years.
o Ensure that no LEP student shall be retained solely because of limited English proficiency.
In the space below, please describe any local policies or additional considerations related to
the promotion and placement of students with disabilities, English learners, or other student
populations.
Alternate Assessment (LEAP Connect/LAA1) Curriculum
(Incoming Freshmen in 2015-16 and beyond)
Applied English - 4 Units
Applied English I, II, III, IV
Applied Math - 4 Units
Applied Math I, II, III, IV
Applied Science – 2 Units
Applied Science I, II
Applied Social Studies - 4 Units
Applied Social Studies I, II
Electives – 2-4 Units
At least 2 of these credits must be earned in electives
Career Credits – 7-9 Units
At least 7 credits must be earned in workforce-readiness or career courses
Total - 23 Units
NOTE: Regarding Academic Content Credit Areas: IEP Teams should determine the least restrictive
environment and most appropriate course content for the students. Students may be enrolled
and/or placed in either Carnegie credit courses or applied courses. For example, a student may (1)
receive instruction in a regular English course but be enrolled in Applied ELA, (2) be enrolled and
receive instruction in a Carnegie credit course, or (3) be enrolled and receive instruction in an
Applied course.
NOTE: Regarding Career Credit Areas:You can also read
