Student Handbook 2018-19

For any high school credit-bearing course taken in grades 7 or 8, parents may request that grades be omitted from the student's transcript and the student not earn high school credit for the course. Parents must make these requests by the end of the first grading period of the semester in which the student is taking the course. The request must be submitted in writing on the form provided in the appendix. The course must be successfully repeated in order to earn credit toward high school graduation.

NOTICE OF PROMOTION, RETENTION, AND REMEDIATION POLICIES ( IKFB, IKFC)

Consideration for promotion at any grade level should be based primarily on the judgment and recommendation of teachers and the administrative staff once careful evaluation of the child’s progress has been made. Each child shall be considered as an individual and every possible effort made to help the child progress so that he/she will be able to continue with grade placement. Continuous progress should be emphasized at all times. This procedure allows a child to progress at an appropriate developmental level. However, if it becomes obvious that a child will not be able to function successfully at the next level, a variety of intervention/remediation strategies should be evaluated and implemented to assist the student in obtaining needed skills and knowledge. The decision on promotion of students is a year-long process. Throughout the year each student’s academic progress must be monitored closely. Students who are experiencing difficulty in one or more of the core subjects, i.e., English, Mathematics, Science, and Social Studies, shall be identified as early in the year as possible, but no later than the end of the second six weeks. Their names will be submitted to a review panel (Student Assistance Team) for discussion and recommendations for intervention and alternative instructional strategies. Students who do not experience difficulty until after the second six weeks shall be identified as soon as the difficulty surfaces. Students in kindergarten will be assessed using the Phonological Awareness & Literacy Screening (PALS) instrument and will receive research-based reading instruction as part of the Early Intervention Program. Reading instruction in grades kindergarten and first grade will include an emphasis on phonemic awareness as an intervention strategy for reading. A prescriptive intervention plan will be developed for each student experiencing difficulty which may include, but not limited to, before or after-school tutorial sessions, referrals for additional testing, workshops with parents, parental monitoring during the school day, use of alternative teaching strategies, remedial instruction, and alternative instructional materials. Alternative teaching strategies which accommodate learning styles must be used with identified students in an effort to ensure that all students are given the opportunity to achieve proficiency in the core areas. Alternative strategies, and interventions for remediation prior to retention will include but not be limited to the following: 1. Re-teaching at time of initial presentation of new material. 2. Identification for Title I assistance through PALS screening, Math assessments, Reading assessments, and SOL data for reading and math. 3. Daily intervention through scheduling techniques. 4. After school tutoring. 5. Recommendation for summer school. 6. Reduction of pupil teacher ratio. 7. Evaluate the amount of time the student is away from the regular teacher, i.e., pull out programs. 8. Referral to Student Assistance Team for consideration of intervention and/or referral for Special education testing. Teachers will monitor the Intervention Plan on each identified student. This plan may include, but not be limited to: specific intervention to be used, the length of time and frequency the strategies are to be used, the results of the intervention, and a copy of a communication log with parents. These will be documented on the Standard Achievement Record.

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