No. 09 Section I Instructional Programs
- IBA - Instructional Materials
- IDB - Lifetime Wellness
- IDCE - Summer School
- IDFA - Interscholastic Athletics
- IDFAB - Intramural Athletics
- IDG - Adult Education Program
- IEA - Grouping for Instruction
- IEB - Organization for Instruction
- IEJA - Teacher Effect Data
- IFAA - Textbook Selection, Distribution and Care
- IFAB - Selection of Instructional Materials (Other than Textbooks)
- IFBA - Instructional Assistants
- IFBG - Computer Assisted Instruction
- IHAA - End of Course Procedures
- IHB - Homework
- IHE - Promotion and Retention
- IHEA - High School Credit Recovery
- IHF - Class Of 2019 & 2020 Graduation Requirements and Recognitions
- IHFA - Graduation Activities
- IHFAA - Graduation Dates
- IHFAAA - Early Graduation from High School
Issued Date: 07/23/02
All classrooms and learning centers shall be equipped with an evenly-proportioned, wide assortment of teaching tools, textbooks, workbooks, audio-visual equipment selected to meet the students’ needs. Textbooks and instructional materials should provide quality learning experiences for students.
A list of textbooks and instructional materials used by the schools shall be revised annually by building administrators under the direction of the Director of Schools and shall be made available to the Board and professional staff as a reference.Textbooks and/or instructional materials shall be available for inspection by parents/guardians upon request.1 The Director of Schools shall develop procedures for inspection of materials and distribute these procedures to each principal.
1. 20 USCA 1232h (a); TCA 49-6-7003
Issued Date: 07/23/20
Students in grades 9-12 shall complete a unit of lifetime wellness, a planned program to promote a lifelong process of positive lifestyle management that seeks to integrate the emotional, social, intellectual and physical dimensions of self for a longer, more productive, and higher quality of life, as a requirement for graduation.1
Participation in marching band or interscholastic athletics shall not be substituted for this requirement.2
ROTC I is a perquisite for ROTC II, then ROTC II can be substituted for Lifetime Wellness.
The following topics shall be included as part of the lifetime wellness course to help students reach the specified goals in the curriculum framework:
1. Disease prevention and control;
2. Safety and first aid;
3. Mental health;
5. Substance use/abuse
6. Sexuality and family life;
7. Personal fitness and related skills
8. Dating violence
Issued Date: 06/10/99
Summer School shall be organized and operated as a part of the public school program, shall be under the control and management of the Board, and shall comply with rules and regulations of the State Board of Education.1
The summer school program, subject to annual approval by the Board, shall provide opportunities for remedial instruction at the elementary level, review and limited regular courses at the secondary level, and special programs funded by the state and/or federal grants.
Students who have a cumulative grade point average of at least 2.0 or its equivalent may take courses required for graduation for the first time during a summer school session upon the recommendation of the principal of the school which the student regularly attends.
No more than two (2) units shall be earned during any summer school session. Minimum State Board of Education contact hours shall be maintained to receive credit.
All summer school classes shall meet on school property, and any exceptions must be approved by the Board. The library, laboratories, and other facilities shall be made available to all students enrolled in the summer school program.
The Board shall annually determine the tuition rates.
1. TRR/MSS 0520-1-3-.03 (7) (a).
Issued Date: 06/25/09
No person shall, on the basis of sex, be excluded from participation in, be denied the benefits of, be treated differently from another person or otherwise be discriminated against in any athletic program of the school. Equal athletic opportunity shall be provided for members of both sexes.
Interscholastic athletics shall be administered as a part of the regular school program and shall be the principal’s responsibility which shall include coordination with the WCHS head coaches of each sport. Principals shall ensure that school regulations regarding participation in a sport are reasonable. Scheduling for athletic events and practices are to be done, in accordance with program guidelines established and approved by the Board of Education, at school level with the principal/designee having the final approval of all schedules. The head coaches will coordinate and recommend appropriate guidelines to the board after consulting with the principals. Athletic schedules shall be filed in each school principal’s office. The principal or his/her designee must accompany athletic teams on trips. Transportation of team to athletic games is approved by the Board, provided the team’s school reimburses the Board for mileage. Bylaws of the Tennessee Secondary School Athletic Association shall regulate the operation and control of secondary athletics.2
There shall be a complete annual physical examination of every student prior to his/her participation in interscholastic athletics.3 Cost of the examination shall be borne by the parent/guardian of the student. These records shall be on file in the principals’ office. It shall be the responsibility of the parent(s) or guardian(s) to provide health and hospitalization insurance for all students participating in interscholastic athletics.
No principal or teacher of any school under the control of the Board shall dismiss his/her school or any group of students for the purpose of permitting them to practice or play baseball, football, basketball or any similar game within the regular school hours of any school day of the week without written permission from the Director. This does not prevent the inclusion of regular physical training lessons in the daily school program.4
Students shall not be disqualified from participation on a school athletic team solely on the basis of participation in another sport except where the season overlaps by more than two (2) weeks.
Seniors who move out of their school area, but who wish to continue attendance in the original school may continue to participate in athletics. The Board specifically forbids the recruitment of students in any fashion.
Participation in interscholastic athletics or marching band shall not be substituted for the lifetime wellness graduation requirement.5
Coaches and other employees of the school district shall not encourage, permit, condone, or tolerate hazing activities as part of the athletic program.6
- Title IX, Education Amendment of 1972, 20 U.S.C. §1681, et. seq; 34CFR§ 106.41
- TRR/MS 0520-1-2-.08 (1)
- TRR/MS 0520-1-3-.08 (2) (b)
- TCA 49-6-1002
- TRR/MS 0520-1-3-.05 (6)(e)(2)(ii)
- TCA 49-6-120
Issued Date: 11/01/95
The Board of Education shall provide adequate physical education and recreational facilities for boys and girls.
All boys and girls in the secondary schools are urged to participate in intramural activities. Programs to acquaint pupils and parents with intramural activities shall be held in each school. Special efforts will be made to develop programs that will be interesting and varied enough to appeal to most of the pupils.
School facilities required for an intramural program should reserved for these activities whenever needed, and outside agencies or groups desiring to use school facilities for their own recreation programs should receive consideration after the school program has been met.
Issued Date: 11/01/95
An Adult Education Program shall be provided to enable students and out-of-school youth 17 years of age (no one under 17 is allowed to attend) and over to meet high school graduation requirements and receive a high school diploma.1
The board will appoint a member of the staff to coordinate, plan and develop the program.
Written parental permission and the approval of the admissions committee is required for students 17 years of age.
There is an admission committee for 17 year olds. No one under 17 years of age can attend except in extenuating circumstances approved by the Director.
Issued Date: 11/01/95
In forming class groups, many factors must be taken into consideration. Consideration of merely one factor, regardless of what it is, gives little assurance that boys and girls will find success in their assigned classrooms.
The following factors must be considered in forming class groups:
1. The individual child
A. Chronological age
B. Mental ability
C. Past academic success
D. Social and emotional structure
E. Physical maturity
F. Scope of interests and special talents
2. The teacher
A. Experience and training
B. Instructional strengths and weakness
3. The class
A. Spread of interest and abilities
B. Balance of boys and girls
C. Emotional compatibility
STUDENT PLACEMENT PROCEDURE
The principal will, at the respective school, have the responsibility for the placement of students. The placement procedure will be as follows:
1. Sort student records into appropriate categories: i.e., academic performance, discipline record, male/female, retention records, etc. Place these groups of records on a table with each category in a different stack. The records in each category should be in no particular order with no name or identifying marks visible. At this point, the different category stacks will be kept together and then stacked into one large stack. (Note: This will assure that all teachers will end up with an equal number of students).
2. Teachers assigned to the respective grade level will, in turn, take the top record. This process will continue until all students have been assigned and each teacher has an equal number of students from each category. (As far as possible, the next teacher in line to receive a student from a particular category will be noted by the principal. The next student placement will be assigned to teachers in this order. A list of students in each teacher’s room will be prepared after the assignments are made. Teachers will not exchange students. Split Grade Note: In a situation where there are enough students in a grade for two or more classrooms, but one of them is a split class, the student placement procedure will include another category so as to prevent a student from being in a split classroom in the school system two years in succession. Split-grade classes will have a lesser number of students; i.e., in the case of a class with 40 students, the regular class may have 25 while the split class may have only 15. Student Retention Note: If a student has been retained and a teacher draws a former student, that student’s record will be re-entered in the draw. Teacher Reassignment Note: If a teacher is reassigned to a higher grade and draws a student she/he had the previous year, that student’s record will be re-entered in the draw.
3. Students registering after this process has been completed will be placed with a teacher in the order established in Step 2 above, or as deemed appropriate by the principal to fill in a class where students have left school.
4. The principal will move a student from one teacher to another only in special circumstances. ll such moves will be documented and records maintained by the principal which describe the reason for the change. The parent will meet with the principal and teachers involved before any change is made. Reports will be issued to the Director.
Issued Date: 03/26/09
All classes shall be under the control of the Board and shall comply with the laws of the State of Tennessee and the Rules and Regulations of the State Board of Education.
KINDERGARTEN AND ELEMENTARY PROGRAMS
Students will be placed by means of random draw.
A high degree of selectivity and guidance for admission to certain electives and advanced courses shall be practiced. These courses include but are not limited to: Physics, Chemistry, Higher Mathematics, and Advanced English. In addition to the prerequisite course requirements for admission to these advanced subjects, aptitude and achievement records shall be used by counselors as a basis for guidance.
In some instances both students and parents may insist that students be admitted to courses for which they are unprepared either in aptitude or achievement on the expectations that such students will follow professions that will require these specific courses as preparation. Such pupils shall be advised of the high degree of industry and achievement that will be required and of the possibility of failing the course under consideration. Students entering the ninth (9th) grade beginning with the 2009-10 freshman class and thereafter shall be enrolled in courses as advised by counselors consistent with the course guidelines passed by the Board of Education. After the ninth (9th) grade year flexibility will be used by counselors to enroll students in the best course of study to meet their academic goals and needs.
Issued Date: 06/18/13
The Warren County Board of Education designates the Director of Schools,Assistant Director for Teaching/Learning, Career Technical Education Director, Federal Programs Director, Special Education Director, Professional Development Director, Testing Director, and each respective building principal and/or assistant principals as the appropriate administrators to receive, distribute, review, and keep secure and confidential the teacher effect data for each teacher in his/her school scheduled to receive such data.
DISTRIBUTION AND SECURITY
1. Upon receiving teacher effect data packages, the Director shall distribute the data packages to the respective school Principal for further distribution. Upon receiving the teacher effect data packages the school Principal will sign a roster at the central office.
2. Each building Principal will schedule a private meeting with each teacher receiving a teacher effect data report annually. Upon receiving his/her teacher effect report, the teacher shall sign and date a teacher roster, prepared by the Director or designee, verifying receipt of the report and that a conference was held to discuss and explain the report. The signed teacher roster will be returned to the central office when all teacher data reports have been distributed and conferences held. During the conference with the Principal the Principal will review the teacher effect data, outline his/her expectation for the teacher, and will provide any resources and action plans for improvement if needed.
3. Teacher effect data shall be kept on file for no longer than five (5) years. Five- year old teacher effect data will be disposed of by shredding in a secure environment.
The following guidelines will be used in applying teacher effect data in formal teacher evaluation.
1. A student must have been present for one hundred fifty (150) days of classroom instruction per year or seventy-five (75) days of classroom instruction per semester before that student’s record is attributable to a specific teacher.
2. The estimates of specific teacher effects on the educational progress of students will not be a public record, and will be made available only to the specific teacher, the teacher’s appropriate administrators as designated by the local board of education and school board members in accordance with TCA 49-1-606.
3. The estimates of specific teacher effects may also be made available to the state board approved teacher preparation programs of individual teachers. The estimates made available to the preparation programs shall not be personally identifiable with a particular teacher.
4. The teacher effect data may be used as one of the multiple data sources used by the school administration in structuring responses to questions contained in the Teacher Conference Guide, particularly in the areas of Planning and Evaluation with emphasis on the use of student data to analyze the effectiveness of the curriculum as well as the instructional strategies used in the classroom.
5. The teacher effect data may be used as one of multiple data sources used to structure the teachers Future Growth Plan at the conclusion of the evaluation.
6. A Summative Conference is to be completed using the approved rating scales/rubrics for scoring as outlined in each of the approved state model for teacher evaluation.
1. TCA 49-1-606 (b)
Issued Date: 11/01/95
The selection of textbooks shall be completed according to the laws and policies required by the State of Tennessee and the State Textbook Commission. The responsibility for textbook selection rests with the local textbook selection committee subject to approval by the Board.1,2 The Director shall establish a procedure for providing the citizens of the community an opportunity to examine proposed textbooks prior to final adoption,3 including public notice of time and location at which textbooks may be examined.
The materials clerk shall be designated by the Board to be responsible for the purchase and distribution of textbooks in each school. The principal shall be responsible for seeing that each student receives the required textbooks at no cost to the student.2
CARE OF TEXTBOOKS
Textbooks are property of the Board and shall be returned at the end of the school year, upon completion of the course or upon withdrawal from a course or school.3 Parents are to sign an agreement stating they will be responsible for the textbooks received and used by their children.
The following reimbursement schedule shall be used as a guide for collecting fines for lost or destroyed books:
Age of Book Amount Collected
1-2 years 100% of replacement cost
3-4 years 75% of replacement cost
5 or more years 50% of replacement cost
The Board shall approve and periodically review a schedule of fines for damaged books, In cases where the book is damaged to the extent it is not longer usable, the amount collected shall conform to the reimbursement schedule for lost books.
If, after hearing the student’s explanation and other investigation as necessary, the principal determines that there has been willful loss or damage of the textbook, he/she shall assess the appropriate fine and notify the parents in writing.
The principal may include with the notice a provision stating that failure to pay the fine imposed within a reasonable time may result in the impositions of one or both of the following sanctions:
- Refusal to issue any additional textbooks until restitution is made; and
- Withholding of all grade cards, diplomas, certificates of progress, or transcripts until restitution is made.
The principal may waive the assessment of fines when in his/her judgment the student is the victim of uncontrollable circumstances and not responsible for the damages.4
1. TCA 49-6-2207.
2. TCA 49-3-310 (4) (A).
3. HJR 42, TN Public Acts of 1981
4. TCA 49-3-310 (4) (B).
Issued Date: 11/01/95
The Board will seek to provide a wide range of instructional materials1 on all levels of difficulty, with diversity of appeal, and the presentation of different points of view and will provide procedures for review and reconsideration of allegedly inappropriate instructional materials.
OBJECTIVES OF SELECTION
In order to assure that instructional materials are an integral part of the educational program, the following selection objectives are adopted:
- To provide materials that will enrich and support the curriculum and personal needs of the students, taking into consideration their varied interests, abilities and learning styles.
- To provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values and ethical standards;
- To provide a background of information which will enable students to make intelligent judgments in their daily lives;
- To provide materials on opposing sides of controversial issues so that the students may develop under guidance the practice of critical analysis.
- To provide materials which realistically represent our pluralistic society and reflect the contributions made by these groups and individuals to our American heritage;
- To place principles above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to ensure a comprehensive media collection appropriate for all students.
The principal of each school shall annually appoint a committee of teachers to determine how to spend the pooled amount of the second $100 given to each teacher in the school.2
- TRR/MS 0520-1-3-.07 (2).
- TCA 49-3-351 through 49-3-362.
Issued Date: 11/01/95
All contracts with instructional assistants shall be for non-teaching positions. Instructional assistants may be involved in the instructional program only if they are under direct supervision of a certified teacher.1
In addition, the Board authorizes principals to assign instructional assistants to the non-instructional supervision of students without direct supervision of certificated teachers. These duties may include but are not limited to:
- lunchroom duty;
- bus duty;
- recess or playground duty;
- before or after school duty; or
- other non-instructional duties.2
The Board shall provide liability insurance comparable to the insurance coverage of certificated employees.2
- TCA 49-2-203 (a) (1).
- TCA 49-2-203 (b) (6).
Issued Date: 11/01/95
The Director shall establish guidelines for both instructional and non-instructional use of computers. When computers are placed in individual schools, instructional usage shall receive priority.The Director shall develop a procedure for:
- Purchasing hardware and software which maximize the possibility of software within the school system;
- Evaluating proposed computer programs;
- Reporting on the effectiveness of computer programs being used;
- Sharing information on effective computer applications within the school system; and
- Maintaining all computers.
The Director shall periodically present to the Board a summary of computer applications within the school system and their effect upon the system.
Issued Date: 01/28/16
Scores earned in state mandated end of course exams will be factored into the student’s grade at a percentage determined by the State Board of Education.1
Students are not required to pass any one (1) examination, but instead must achieve a passing score for the course average in accordance with the State Board of Education’s uniform grading policy.
Students who are absent from an EOC (end of course) examination will receive a “0” until the EOC exam has been completed.
For summer administration, students may be required to present a photo ID for admission to the testing session.
All students enrolled in an EOC course must take the EOC exam in accordance with State Policy.
Students who fail an EOC course but pass the EOC examination must repeat the course and retake the EOC exam.
The State assigned numerical scores, as appropriate, will be used in averaging the semester grade. When not provided, appropriate conversion scores for the various forms will be utilized in converting the EOC exam score to a numerical score to be used in calculating the semester average.
1. TCA 49-1-302(2)
Issued Date: 11/01/95
Homework shall be assigned to reinforce and strengthen specific areas of interest and opportunities. It must never be given for punishment. All homework shall be received by the teacher making the assignment and credit given for the student’s efforts.
Homework assignments shall take into consideration individual differences of students such as health, ability, home conditions, and educational resources at home. Homework shall not require the use of reference materials not readily available in most homes, school libraries or the public library.
Homework shall not be in continuing conflict for time with the home and other community agencies having primary responsibility for certain aspects of the student’s development.
All extra-credit work which does not directly relate to course content must be approved by the principal.
Issued Date: 03/15/18
Students will normally progress annually in sequential order from grade to grade. The professional staff will place students at the grade level best suited to them academically, socially and emotionally. Retentions may be made when, in the judgment of the teacher, such retentions are in the best interest of the students. Decisions to retain are subject to review and approval of the principal after consultation with the teacher.
1. Promotion (K-8)
a. The academic program implemented in each school shall be designed to help students attain and demonstrate learning proficiency and help students meet the requirements for promotion to the next grade.
b. Promotion to the next grade level shall be based on the successful completion of required academic work and/or a demonstration of satisfactory progress in each of the relevant academic areas.
c. Pursuant to T.C.A. § 49-6-3115, a student in the third (3rd) grade shall not be promoted to the next grade level unless the student has shown a basic understanding of the curriculum and the ability to perform the skills required in the subject of reading as demonstrated by the student's grades or standardized test results. However, such student may be promoted if the student participates in a District-approved, research-based intervention prior to the beginning of the next school year.
d. Schools shall identify students who demonstrate difficulty in achieving the requirements for promotion to the next grade level and therefore may be considered for retention.
e. Factors used to identify students who may be considered for retention shall, at a minimum, include:
i. The student’s ability to perform at the current grade level;
ii. The results of local or state assessments, if applicable;
iii. The overall academic achievement of the student;
iv. The student’s chance for success with more difficult material if promoted to the next grade;
v. Attendance; and
vi. Social and emotional maturity.
f. If a student is considered for retention, the school shall notify the student’s parent or guardian within fifteen (15) days of identification and develop an individualized promotion plan to help the student avoid retention. All promotion plans shall include evidence-based promotion strategies and shall be tailored to the student’s learning needs. Each promotion plan shall also include expectations and measurements that can be used to verify that a student has made sufficient progress to be promoted to the next grade level.
Evidence based promotion strategies may include:
i. Special education services for students who qualify based on state and federal guidelines;
ii. Response to Instruction and Intervention (RTI2) to address deficits in student learning;
iii. Modification and personalization of curriculum and instruction;
iv. Extended learning time beyond the regular school day or school week;
v. Individual or small group tutoring; or
vi. Other personalized programming to augment the individual student’s classroom learning and instructional experiences.
g. A copy of a student’s promotion plan shall be provided to his or her parent or legal guardian, and the school shall offer to hold a parent-teacher conference to discuss the promotion plan.
h. A student who demonstrates sufficient progress with the strategies included in his or her promotion plan during the school year shall be promoted to the next grade level and shall be enrolled in a summer reading or learning program, if available.
i. If a student is not making progress on his or her promotion plan, the promotion strategies shall be modified to support the student in the goal of promotion to the next grade level.
j. If a student has not demonstrated sufficient progress on his or her promotion plan by the end of the school year to be promoted to the next grade level, the student shall be enrolled in a summer reading or learning program, if available. LEAs shall make every effort to ensure summer reading or learning programs are accessible to all students. If a student is enrolled in a summer program, a decision for retention may be made after completion of a summer program but shall be made and communicated to the student’s parent or guardian at least ten (10) days prior to the start of the next school year. If a student is not enrolled in a summer program, a decision for retention shall be made and communicated to the student’s parent or guardian at least thirty (30) days prior to the start of the next school year. Parents and guardians shall also be notified of their right to appeal a retention decision pursuant to local board policy.
2. Retention (K-8)
a. Retention shall be considered only when it is in the best interest of the student. Retention decisions affecting a student receiving special education services shall be made in consultation with the student’s Individualized Education Program (IEP) team and in accordance with the provisions of the IEP.
b. If a retention decision has been made, the school shall develop an individualized academic remediation plan for the retained student prior to the start of the next school year. The academic remediation plan shall be designed to help the retained student attain and demonstrate learning proficiency and shall include at least one (1) of the following strategies:
i. Adjustment to the current instructional strategies or materials;
ii. Additional instructional time;
iii. Individual tutoring outside of school hours;
iv. Modification to the student’s classroom assignment to ensure the student receives instruction from a highly effective teacher; or
v. Attendance or truancy interventions.
c. A copy of the academic remediation plan shall be provided to the student’s parent or guardian within ten (10) days of development of such plan.
d. A student shall not be retained more than once in any grade.
e. Retention shall not:
i. Be used without an academic remediation plan that includes strategies and enhancements that are different from the previous year;
ii. Be used as a punitive or disciplinary measure;
iii. Be based solely on English language proficiency; or
iv. Be based solely on a student’s social and emotional maturity.
f. The progress of a retained student shall be closely monitored and reported to parents a minimum of three (3) times during the school year of retention.
g. The Director of Schools shall keep an annual record of each student who is retained.
CARNEGIE UNIT REQUIREMENTS FOR GRADES 9-12
In order to be promoted to the next grade, students must complete and/or accrue the prescribed number of credits (Carnegie units) per grade level designated by the Board of Education1 and the State of Tennessee.
5 credits (Carnegie units) or more at the end of the 9th grade
11 credits (Carnegie units) or more at the end of the 10th grade
15 credits (Carnegie units) or more at the end of the 11th grade
Credits required for graduation (Carnegie units) or more at the end of the 12th grade
Credits (Carnegie units) include the passing of required courses as set forth by the Board and the State of Tennessee.
Teacher Led Parent Conference for Students Failing a High School Course
A high school teacher of record shall notify a student’s parent or guardian as soon as possible in any quarter when a student is failing a course and no later than one week before each scheduled parent-teacher conference. The teacher will conference with the parent or guardian and discuss the student’s progress, strategies to help the student succeed and opportunities for Grade Recovery Intervention and/or Credit Recovery. Parents and students can also find more detailed information about Grade Recovery and Credit Recovery in the WCHS student handbook, Policy IHEA, or by contacting the school counselor.
1. TCA 49-2-203 (b) (7).
2. TRR/MS 0520-1-3-.05 (3) (b).
Issued Date: 02/22/18
Credit recovery is a course‐specific, standards-based extended learning opportunity for students who have previously been unsuccessful in mastering the standards required to receive course credit or earn promotion. Credit recovery programs, in general, have a primary focus of helping students stay in school and graduate on time. Warren County Board of Education formally adopts the following standards for credit recovery including admission and removal, instruction, content and curriculum, and grades for credit recovery at the high school level.
Admission and Removal
a. Students shall not be admitted or enrolled in credit recovery courses unless all of the following are true:
1. The student’s parent or legal guardian gives written consent for the student to enroll in the proposed credit recovery course. Parents/guardians should be informed that not all postsecondary institutions will accept credit recovery courses for credit and that the NCAA Clearinghouse will not accept credit recovery courses for credit.
2. The student has previously taken an initial, non-credit recovery section of the proposed course. Credit recovery is designed to be a remediation option for students, and a credit recovery course shall not be the first time a student is exposed to the course content.
3. The student mastered at least fifty percent (50%) of the course standards as evidenced by the course grade in a non-credit recovery section of the course or a diagnostic assessment. Students who mastered below fifty percent (50%) of the course standards as evidenced by the course grade in a non-credit recovery section of the course or a diagnostic assessment, must re-take the course.
b. If a student is seeking to recover credit for the first semester of a two (2)-semester course, the student may not receive the full credit for the course until they have enrolled in and passed the second semester of the course and taken any applicable End of Course examinations.
c. The high school principal shall have authority to impose additional requirements for admission to and removal from credit recovery programs including but not limited to attendance, discipline, availability of coursework, availability of space, appropriate progress, and grades.
d. Students enrolled in credit recovery courses shall be tracked and designated as directed by the Tennessee Department of Education.
a. Students enrolled in any credit recovery courses shall be assigned to a teacher of record.
b. Credit recovery teachers of record shall be endorsed and certified in any content area(s) for which they oversee credit recovery courses.
c. Credit recovery teachers of record shall be responsible for reviewing initial student diagnostic results; assisting in determining appropriate goals, coursework, and assignments for students; working closely with credit recovery facilitators on class content and instruction; and reviewing final student work.
d. Credit recovery facilitators may be responsible for day-to-day oversight and facilitation of credit recovery programs, under the guidance of the credit recovery teacher of record.
e. Credit recovery facilitators shall receive training pertaining to the credit recovery course organization, online instruction management, and related technology.
f. All credit recovery courses shall align with Tennessee’s current academic standards for the relevant course content area, as approved by the State Board of Education and provide instruction differentiated to address individual student growth needs based on diagnostic assessment or End of Course data.
g. Credit Recovery content may be delivered through instructional technology.
Content and Curriculum
Students in Credit Recovery programs:
1. Shall complete a course standard-specific diagnostic to determine standard-specific goals;
2. Shall meet individual standard-specific goals in a flexible time frame as established by identified student need;
3. May be required to complete additional assignments as directed by the high school credit recovery policy and credit recovery teacher of record; and
4. Shall master all individualized standard-specific goals and assignments as established by the diagnostic process and the credit recovery teacher of record, in order to earn credit.
a. Students passing credit recovery shall receive a grade of seventy percent (70%).
b. The student transcript shall denote that the credit was attained through credit recovery.
c. The original failing grade may also be listed on the transcript, but shall not factor into the students GPA, in accordance with the State Board of Education’s Uniform Grading Policy 3.301.
Tennessee State Board of Education High School Policy 2.103(7) (a-c)
Issued Date: 10/25/18
Original Issued: 11/01/95
A high school diploma will be awarded to students who (1) earn 22 units of credit as required by the State Board of Education, and (2) have satisfactory records of attendance and conduct. All such records shall be kept on file with Warren County School District.
STUDENT LOAD All students in grades nine (9) through twelve (12) shall be enrolled each semester in subjects that will produce a minimum of seven (7) units of credit for graduation per year. A student who meets all graduation requirements as established by the State of Tennessee and the Warren County Board of Education may graduate early (fewer than eight (8) terms in attendance) by meeting the guidelines for early exit to post-secondary under the “Move On When Ready” Act and WCSD Policy IHFAAA (Early Graduation from High School). Hardship cases may be appealed by the student to the director of schools with further appeal to the Board.1
COURSE REQUIREMENTS: The program of studies and the pattern of courses which shall be required of all students in grades nine (9) through twelve (12) shall be in accordance with the Rules and Regulations of the State Board of Education and the Board of Education.
ALL STUDENTS SHALL MEET THE FOLLOWING READY CORE REQUIREMENTS2:
English 4 credits Mathematics 4 credits
Science 3 credits Social Studies 3 credits
Health, Physical Fitness &Wellness 1.5 credits Personal Finance 0.5 credits
Area of Focus 3 credits
COURSE REQUIREMENTS WAIVABLE IN LIMITED CIRCUMSTANCES2
Foreign Language 2 units in the same language
Fine Arts 1 credits
Because foreign language and/or fine arts courses are generally required for entrance to universities, these courses are required of all students except in the very limited circumstances where (1) the student is not planning to attend a university, and (2) such waiver is requested in order to enhance the student’s elective focus2.
CONSIDERATION OF 8TH GRADE CLASSES FOR CREDIT A student passing Algebra I in the 8th grade may choose to accept one (1) elective math credit toward graduation. This credit will not affect math requirements for graduation since students must take one (1) math course during each year of high school. Nor will the final grade of this 8th grade elective be considered for GPA.
REGULAR DIPLOMA will be awarded to students who meet the minimum requirements of graduation by (1) earning all required units of credit plus other elective credits for a total of at least 22 units of credit, (2) having satisfactory records of attendance and conduct and (3) taking any required state exit exams.
SPECIAL EDUCATION DIPLOMA may be awarded at the end of their fourth year of high school to students with disabilities who have (1) satisfactorily completed an individualized education program and (2) have satisfactory records of attendance and conduct, but have not met the graduation requirements for a regular education diploma.3
SPECIAL RECOGNITION AT GRADUATION
Beginning with the Class of 2017, GRADUATION “WITH MERIT” will be awarded to students who meet the minimum requirements for graduation and attain ALL of the following;
*Successfully complete at least 4 honors level courses;
*Successfully complete either 2 advanced placement course or 1 advanced placement course
& 1 dual enrollment course or 2 dual enrollment courses; and
*Attain a cumulative GPA of 3.0
GRADUATION “WITH HONORS” will be awarded to students who meet the minimum requirements for graduation and score at or above all of the subject areas readiness benchmarks on the ACT or equivalent score on the SAT.2
GRADUATION “WITH DISTINCTION” will be awarded to students who meet the minimum requirements for graduation; attain a cumulative B average and complete at least ONE of the following:
*Earn a nationally recognized industry certification;
*Participate in at least one of the Governor’s Schools;
*Participate in one of the state’s All State musical organizations;
*Be selected as a National Merit Finalist or Semi-Finalist;
*Attain a score of 31 or higher composite score on the ACT;
*Attain a score of 3 or higher on at least two advanced placement exams; or
*Successfully complete the International Baccalaureate Diploma Programme
*Earn 12 or more semester hours of transcripted postsecondary credit2
Beginning with the Class of 2017, GRADUATION “WITH HIGHEST MERIT” may be awarded to students who meet the minimum requirements for graduation and attain ALL of the following:
*Successfully complete at least 6 honors level courses;
*Successfully complete either (1) at least 5 advanced placement classes or (2) 3 advanced
placement classes plus 12 or more hours of dual enrollment;
*Attain a cumulative GPA of 3.5 or higher; and
*Attain a score of 28 or higher composite on the ACT
All other recognitions at graduation must receive written approval from the WCHS Executive Principal.
1. TRR/MS 0520-1-3-.03(6)
2. Tennessee State Board of Education policy 2.103
3. TRR/MS 0520-1-3-.03(6)(2)(a)
Issued Date: 07/27/00
Only students who have met all graduation requirements on the day of graduation may participate in graduation activities. If extenuating circumstances exist at any school, the matter shall be presented to the Board prior to graduation activities.
Students are expected to participate in all graduation activities. Graduation apparel shall be determined by the administration of each school and shall be the personal expense of each student, except for students who are eligible to receive free or reduced price lunches.2 In such cases, the school shall assume responsibility for payment of fees, provided, however, that the school shall not be responsible for the expenses of graduation apparel if it consists only of the students’ personal clothing. All other graduation expenses shall be the responsibility of the Board.
Graduation ceremonies shall be physically accessible to all students, their parents and/or guardians, and other interested citizens.3
Students who do not wish to participate in graduation activities shall make this known to the school principal at least five (5) days prior to the day of graduation. Non-participating students will receive their diplomas, or certificates, from the principal’s office on the day following graduation ceremonies.
There shall be no sponsorship of a baccalaureate service or other activity which is religious in nature by the Board or its employees, and no school funds, including paid staff time, will be used for such activities.4
GRADUATION DRESS CODE
The graduation ceremony is intended to be a time of formality and accomplishment. In an effort to compliment this ceremony, the student must adhere to the following graduation dress policy:
- No decorations, drawings or attachments are allowed on the cap and gown;
- No excessive jewelry will be worn;
- It is recommended that males wear white shirts, dark slacks, and dress shoes;
- It is recommended that females wear light colored dresses and light colored heels/flats;
- The principals will be given the discretion as to what constitutes appropriate attire.
Failure to abide by this policy will result in the student being removed from the graduation line-up and their diploma will be awarded later.
- TCA 49-6-405.
- TCA 49-2-114.
- Public Law 101-36; U.S.C. 12101
- Lee v. Weisman. 505 U.S. 112 S. Ct. 2649, 120L. Ed 467 (1992)
Issued Date: 07/25/13
A student who meets all graduation requirements as established by the State of Tennessee and the Warren County Board of Education may graduate early (fewer than eight (8) terms in attendance) by meeting the guidelines for early exit to post-secondary under the “Move On When Ready” Act.
THE CRITERIA FOR EARLY EXIT TO POST-SECONDARY EDUCATION
Beginning with the 2012-2013 school year, a public school student may complete an early high school graduation program and be eligible for unconditional entry into a public two (2) year institution of higher education or conditional entry into a public four (4) year institution of higher education, if the student meets the requirements of this section.1
Each student desiring to complete an early graduation program shall indicate to the high school principal the student’s intent prior to the beginning of the ninth (9th) grade or as soon thereafter as the intent is known. The intent shall be indicated on a form provided by the Department of Education and signed by the parent.
For early graduation and unconditional entry into a public two (2) year institution or conditional entry into a public four(4) year institution, a student shall:
1. Achieve a benchmark score as determined by the State Board of Education for each subject area in which end-of-course examinations are administered.
2. Successfully complete eighteen (18) credits to include:
a. English I,II, III, and IV;
b. Algebra I and II;
d. United States History;
e. Two (2) courses in the same foreign language;
f. One (1) course selected from the following;
iii. World Civilization; or
iv. World Geography;
a. One (1) course selected from the following;
i. History and appreciation of visual and performing arts; or
ii. A standards-based arts course, which may include studio art, band, chorus, dance or- Other performing arts;
b. Physical Education;
3. Have a cumulative grade point average of at least 3.2 on a 4 point scale.
4. Score on either the ACT or the SAT at or above benchmarks set by the Tennessee higher education commission for mathematics and English;
5. Obtain a qualifying benchmark score as determined by the State Board of Education on a world language proficiency assessment approved by the Board; and
6. Complete at least two(2) courses for the following types of courses;
(c) Dual Enrollment; or
(d) Dual Credit
The courses specified in subsection © may be dual enrollment or dual credit courses, AP or IB courses, or standard courses for which high school credit is granted. Selected courses, as determined by the State Board of Education, may be complete at the middle school level.
A student in the early graduation program under this section qualifies for unconditional admittance to all public two (2) year institutions of higher education. A public four (4) year institution may accept a student who completes the early graduation program.
A student pursuing early graduation under this section is exempt from additional graduation requirements established by the State Board of Education. A student who completes the early graduation program shall be awarded a high school diploma.
Under subsection(c), the State Board of Education and the Tennessee high education commission shall set the required benchmarks at scores that demonstrate exemplary high school performance and are indicative of an ability to perform college level work.
A student who meets the requirements of the early high school graduation program shall be eligible for a Tennessee HOPE scholarship, provided that the student meets all nonacademic requirements for the scholarship.2
EARLY GRADUATION DETAILS
- The student’s official date of graduation will be the last day of the term in which he/she meets all graduation requirements.
- As a graduate, he/she will forfeit the right to participate in student activities (i.e. sports, prom etc. except as a guest or to the same extent that the general public can participate in such events).
- The student will be permitted to participate in graduation ceremonies at the end of the school year provided that he/she participates in practice activities as required by the school.
- T.C.A. 49-6-8303 “Move On When Ready Act”
- T.C.A. 49-6-8305